I'm preparing for a presentation on assessment at this year's MoodlePosium and one aspect I've been looking at is structured feedback. I hope what I've found will benefit you, but I also have a number of questions that you might be able to help me with.
Structured Feedback Types
Generally, two types of structured feedback are suggested.
- Criteria + levels
- Can be more instructional
- Can be more objective
Q: Can you think of any other types of structured feedback?
Structured Feedback Benefits
A number of benefits are described in studies of structured feedback.
- Objective, obvious, fair → reduced anxiety
- Results comparable between students
- Reliability and consistency
- Reduced effort, increased efficiency, faster feedback
- Feedback equally satisfactory to students
- Improved academic performance (sometimes)
Q: Has anyone seen a good study that compares structured and unstructured feedback?
Structured Assessment Potential
Structured feedback can be...
- measured for assessment validity
- instructional to students
- used to focus and improve courses
- used in peer and self assessment
- used to facilitate discussion
- co-created with students → higher order thinking
- used in conjunction with unstructured feedback
Q: Can you think of other potential uses of structured feedback?
I found a bunch of papers discussing rubrics. Here is a selection of papers, including one of my own.
- Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College teaching, 53(1), 27-31. (PDF)
- Anglin, L., Anglin, K., Schumann, P. L., & Kaliski, J. A. (2008). Improving the Efficiency and Effectiveness of Grading Through the Use of Computer‐Assisted Grading Rubrics. Decision Sciences Journal of Innovative Education, 6(1), 51-73. (Pay-walled)
- de Raadt, M., Lai, D., & Watson, R. (2007). An Evaluation of Electronic Individual Peer Assessment in an Introductory Programming Course. Proceedings of the Seventh Baltic Sea Conference on Computing Education Research (Koli Calling 2007), Koli, Finland. (PDF)
- Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational research review, 2(2), 130-144. (PDF)
- Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448. (PDF)