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FWD: GIVING PUPILS FEEDBACK USING E-MAIL

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  • Ismail Fayed
    Date: Wed, 28 May 2003 15:44:41 +0200 (MET DST) From: Arun-Kumar Tripathi Subject: (Useful Essay] GIVING PUPILS
    Message 1 of 1 , May 28, 2003
      Date: Wed, 28 May 2003 15:44:41 +0200 (MET DST)
      From: Arun-Kumar Tripathi
      <tripathi@...-dortmund.de>
      Subject: (Useful Essay] GIVING PUPILS FEEDBACK USING E-MAIL


      Date: Tue, 27 May 2003 07:59:52 -0700
      From: Rick Reis <reis@...>
      [--]

      "The following suggestions may help you to exploit the benefits of
      e-mail,
      not least to save you time and energy in giving pupils feedback."
      ----------------------------------------------------------------------------------------------
      TOMORROW'S PROFESSOR(SM) LISTSERV
      "desk-top faculty development, one hundred times a year"
      THE STANFORD UNIVERSITY CENTER FOR TEACHING AND LEARNING
      http://ctl.stanford.edu
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      Folks:

      The posting below offers a number of practical tips on communicating
      with
      students via e-mail. It is from Part 1, Tip Across the Curriculum, 59.
      Giving pupils feedback using email, in 2000 Tips for Teachers, edited
      by
      Nick Packard & Phil Race. ISBN 0 7494 3182 2. Kogan Page Limited, 120
      Pentonville Road, London, N1 9JN, UK. Distributed by Stylus
      Publishing
      Limited, 2283 Quicksilver Drive, Sterling, VA 20166, USA.
      http://www.styluspub.com/ *Copyright Phil Race, 2000. The right of
      Phil
      Race to be identified as the author of this work has been asserted by
      him
      in accordance with the Copyright, Designs and Patents Act 1988.
      Reprinted
      with permission.

      Regards,

      Rick Reis
      reis@...
      UP NEXT: Breaking the 15-Minute Barrier

      Tomorrow's Teaching and Learning

      -------------------------------- 813 words
      --------------------------------

      GIVING PUPILS FEEDBACK USING E-MAIL

      E-mail is particularly useful as a vehicle for giving pupils
      individual
      feedback on assessed work, and can save you time and energy as you
      mark
      their work. E-mail feedback can extend usefully, from time to time,
      to
      giving pupils feedback on hand-written work that they have submitted
      for
      assessment. The following suggestions may help you to exploit the
      benefits of e-mail, not least to save you time and energy in giving
      pupils
      feedback:

      * Make the most of the comfort of privacy. When pupils receive
      feedback
      by e-mail (as opposed to face-to-face or in class), they have the
      comfort
      of being able to read the feedback without anyone (particularly you!)
      being able to see their reactions to it. This is most useful when you
      need to give some critical feedback to pupils.

      * Remember that you can edit your own feedback before you send it.
      For
      example, you may well want to adjust individual feedback comments in
      the
      light of pupils' overall performance. It's much harder to edit your
      own
      hand-written feedback on pupils' written work. E-mail feedback allows
      you
      to type in immediate feedback to things that you see in each pupil's
      work,
      and to adjust or delete particular parts of your feedback as you go
      further into marking their work.

      * Exploit the space. Inserting hand-written feedback comments into
      pupils' written work is limited by the amount of space that there may
      be
      for your comments. With e-mail feedback, you don't have to restrict
      your
      wording if you need to elaborate on a point.

      * Consider combining e-mail feedback with written feedback.
      Occasionally, for example, you can write on to pupils' work a series
      of
      numbers of letters, at the points where you wish to give detailed
      feedback. The e-mail feedback can then translate these numbers or
      letters
      into feedback comments or phrases, so that pupils can see exactly what
      each element of feedback is telling them. The fact that pupils
      sometimes
      have to decode the feedback can help them to think about it more
      deeply,
      and learn from it effectively.

      * Spare yourself from repeated typing. When designing
      computer-delivered
      feedback messages, you should aim towards only having to type each
      important message once. You can then copy and paste any of the
      messages
      when you need to give several pupils the same feedback information.
      It
      can be useful to combine this process with numbers or letters which
      you
      write on pupils' work, and building up each e-mail to individual pupils
      by
      pasting together the feedback messages which go with each of the
      numbers
      or letters.

      * Consider the possibilities of 'global' feedback messages. For
      example,
      you may wish to give all of the pupils in a class the same feedback
      message about overall matters arising from a test or exercise. The
      overall message can be pasted into each e-mail before the individual
      comments addressed to each pupil.

      * Check that your email feedback is getting through. Most e-mail
      systems
      can be programmed to send you back a message saying when the e-mail
      was
      opened, and by whom. This can help you to identify any pupils who are
      not
      succeeding at opening their e-mails. It can also be useful sometimes
      to
      end each e-mail with a question asking the pupil to reply to you on
      some
      point arising from the feedback. This helps to make sure that pupils
      don't just open their e-mail feedback messages, but have to read them!

      * Keep records of your e-mail feedback. It is easy to keep copies on
      disk
      of all of your feedback to each pupil, and you can open a folder for
      each
      pupil if you wish. This makes it much easier to keep track of your
      ongoing feedback to individual pupils, than when your hand-written
      feedback is lost to you when you return their work to them. If you
      use
      e-mail a lot for feedback, these collections of feedback save time
      when
      you come to writing reports.

      * Make the most of the technology. For example, many e-mail systems
      support spellcheck facilities, which can allow you to type really fast
      and
      ignore most of the resulting errors, until you correct them all just
      before sending your message. This also causes you to re-read each
      message, which can be very useful for encouraging you to add second
      thoughts that may have occurred to you as you went further in your
      assessment of the task.

      * Use e-mail to gather feedback from your pupils. Pupils are often
      bolder
      sitting at a computer terminal than they are face-to-face with you.
      Ask
      your pupils questions about how they are finding selected aspects of
      their
      studies, but don't turn it into an obvious routine questionnaire.
      Include some open-ended questions, so that they feel free to let you
      know
      how they are feeling about their own progress, and (if you're brave
      enough!) about your teaching too.

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