Six Approaches to Technology Enhanced Feedback
This resource highlights UCD’s six approaches to feedback on students’ work. It encompasses feedback given from staff to students and where students self-monitor, review and critically evaluate their own and/or their peers’ work. It sets out types of technologies and examples of tools which support these approaches. These six categories reflect the changes in the UCD Regulations and associated changes in the module descriptor, with
reference to functionalities available within UCD’s Virtual Learning Environment (VLE), Brightspace.
1. Feedback given to an individual student, post assessment
This can be through different approaches, such as oral, audio, video and/or written/annotated feedback, either in class, out of class, in meetings, through the VLE, by email, using rubrics, etc
Oral Feedback
Oral feedback to the student (synchronous) using for example an online meeting via virtual classroom which can facilitate individual feedback sessions where feedback could be discussed and documents shared/edited on screen.
Example of tools:
- Zoom (available via Brightspace)
- Google meet (available via Google workspace apps)
Written Feedback
Written feedback on assignment using for example feedback files and markup documents (via VLE/email), rubrics/marking grids and other markup document tools.
Example of tools:
- Brightspace assignment tool: text/file upload, annotations to provide inline feedback, in-built rubrics
- Feedback files/markup documents e.g. using Google docs (revision history) MS word (track changes)
Audio and Video Feedback
Audio and video feedback to student (asynchronous) using for example the inbuilt VLE tools to record audio or video feedback or external audio and video creation software (if necessary).
Example of tools:
- Brightspace assignment tool: inbuilt recording of audio and video is recommended
- Creation of a video note in Brightspace (up to 30mins) or alternatively audio/video files can be created externally and uploaded. Audio using software such as; Audacity (window/mac) or Garageband (mac) Video using screencasting software such as; Camtasia, Screencast-o- matic, also see; TEL Quick Guide - Screencasts
2. Feedback given to a group of students (whole class), post assessment
This can be through different approaches, such as oral, audio, video and/or written feedback, either in class, out-of-class, in meetings, through the VLE, by email, etc.
Oral Feedback
Oral feedback to the class (synchronous) using for example an online meeting via virtual classroom which can facilitate group feedback sessions where feedback could be discussed and documents shared/edited on screen.
Example of tools:
- Zoom (available via Brightspace)
- Google meet (available via Google workspace apps)
Written Feedback
Written feedback to the whole class, or groups of students within the cohort (asynchronous) using for example the VLE functionalities; (class/group announcements, feedback text files, rubrics/marking grids) and markup document tools.
Example of tools:
- Brightspace group assignment: overall feedback via text/file upload, annotations to provide inline feedback, in- built rubrics on group submissions
- For group submissions; feedback file upload or add feedback file using markup documents e.g. using Google docs (revision history) MS word (track changes)
Audio and Video Feedback
Generic feedback to class via video or audio (asynchronous) using for example VLE tools to record audio or video feedback directly in Brightspace or external tools (if required) that allow creation of audio and video (screencast) feedback files.
Example of tools:
- Creation of a video note in Brightspace (up to 30mins)
- Brightspace group assignment: inbuilt recording of audio and video feedback
- Alternatively create audio/video files externally and upload. Audio software such as; Audacity (window/mac) or Garageband (mac) Video software such as; Camtasia, Screencast-o-matic, also see; TEL Quick Guide - Screencasts
3. Feedback given to an individual student, on an activity or draft prior to summative assessment.
This can be through different approaches such as oral, audio, video and/or written feedback, either in-class, out of class, in meetings, through the VLE, by email, using rubrics, etc).
Oral Feedback
Oral feedback to the student (synchronous) using for example an online meeting via the virtual classroom to facilitate individual feedback sessions where drafts could be discussed and documents shared/edited on screen.
Example of tools:
- Zoom (available via Brightspace)
- Google meet (available via Google workspace apps)
Written Feedback
Written feedback on draft assignment using for example feedback files and markup documents (via VLE/email), rubrics/marking grids and other markup document tools.
Example of tools:
- Brightspace assignment tool: text/file upload, annotations to provide inline feedback, in-built rubrics,
- Feedback files/markup documents e.g. using Google docs (revision history) MS word (track changes)
Audio & Video feedback
Audio and video feedback to the student (asynchronous) using for example the inbuilt VLE tools to record audio or video feedback or if necessary external audio and video creation software.
Example of tools:
- Brightspace assignment tool: using inbuilt audio and video feedback is recommended.
- Alternatively audio/video files can be created externally and uploaded. Audio using software such as; Audacity (window/mac) or Garageband (mac) Video using screencasting software such as; Camtasia, Screencast-o-matic, also see; TEL Quick Guide - Screencasts
4. Online automated feedback
This can be facilitated through online MCQs/quizzes (with feedback), on-line polling activities, other automated feedback approaches, etc.
Automated feedback
Online graded/ungraded quizzes and self assessments using for example the VLE quiz and survey tools providing standardised feedback for particular responses. Automated feedback based on student performance of a task for example this can be done by using intelligent tutoring which automates feedback on tasks, triggered by a specific score on a quiz or an associated rubric. Feedback on writing development, grammar and spell checker using plagiarism prevention/detection software.
Example of tools:
- Brightspace quiz tool facilitates quizzes with instant/delayed feedback and grading, self assessments
- Brightspace intelligent agents and use of release conditions
- Urkund Originality Checker available via Brightspace
5. Self assessment
Activities to facilitate students to self-monitor and critically evaluate their own work i.e. discussion following in class student response systems/quizzes; discussion forums around assignments either in class/online/out-of-class; use of a self-assessment form (or rubric) when submitting their work; self- assessing their work against descriptive criteria on a rubric, etc
Activities to self-monitor
Activities to facilitate students to self-monitor and talk about their work using tools such as; VLE tools for quizzes, surveys and discussions, ePortfolio and personal development planning tools for reflection and discussion, concept/mind mapping online tools, student response/polling systems and using a self-assessment form when submitting work in assignment folder in VLE.
Example of tools:
- Brightspace: self assessments, surveys and discussions
- ePortfolio tool in Brightspace
- Google Jamboard, Mindmeister, Coggle, Sketchboard, bubbl.us, Vue
- Poll Everywhere is recommended and available to all UCD Staff see also; Introducing Poll Everywhere for Teaching and Learning
6. Peer review
Opportunities for students to peer review a range of different exemplars of other students’ work, either in class/online; opportunities to discuss standards required based on peer exemplars or descriptive criteria on a rubric; peer reviewing other students work against descriptive criteria on a rubric, etc
Opportunities to peer review
Students actively working on criteria in-class/online assessment for example peer reviewing against criteria or having opportunities to peer and/or self-review using exemplars of other students’ work, either in class/online (prior to assessment) using for example the peer assessment tool integrated in VLE or online discussion forums to share exemplars to be judged by the students.
Example of tools:
- peerScholar available via Brightspace
- ePortfolio tool in Brightspace
- Brightspace discussions forums, blogs
- Google workspace apps (Google documents)