Multi-Type Correction: Using Different Kinds of Feedback to Help Our Students (and Simplify Our Lives!)




BÉLEC, Catherine

Correcting students’ papers, especially long ones, is exhausting. Teachers do their best to explain the mistakes made in order to help students improve. And what happens when the latter get back their annotated assignments? Some—generally the best—review them attentively and ask questions. Most, however, do not read the comments carefully enough to make the exercise truly formative, and simply put them aside. With a view to mitigating this situation, some educators have attempted a number of different techniques, including audio and video feedback, comment banks, and descriptive scoring rubrics. While all these methods have their own advantages and disadvantages, what would happen if as many types of feedback as possible could be combined? One researcher conducted an exploratory, developmental-type study on a new approach amalgamating all these kinds of correction. The method, which she calls “multi-type feedback”, may be advantageous, not only for students, but also for instructors.

Article available in French only.


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