Information and digital literacy in education via the digital path

I was recently team-teaching and my colleague was speaking to our students about how they should use the Module Learning Outcomes and Pass Descriptors to inform their work and used the phrase “allowing you to experience success”. There was a slight buzz of conversation in the room and I overheard a few students muttering ‘I didn’t know they could do that’ and (bearing in mind these are trainee teachers) ‘have you ever done that with your learners?’.

hink back to your time as a student. How did you experience feedback from your own instructors? Did reading their comments on your work bring moments of elation? Pride? Disappointment? Bewilderment? Do you still have a visceral reaction to a lot of red ink? 

Feedback can be a powerful force in college classrooms, and there are ways to make the experience of providing and receiving it even stronger. That’s especially important as students continue to report dissatisfaction with the feedback they get on assignments and tests — calling it vague, discouraging, and/or late.

Students work on the feedback provided to them to bring the best out in their performance. However, there can be a possibility that students are getting the right feedback which hinders their growth. Without having the correct feedback it is impossible for students to work on their weak areas. As educators, the feedback provided needs to be of sort that can direct students towards better results.