Not Measurable
| Measurable
|
Being specific is important. Note that we all think that we are putting our best forward in course design and instruction. Consider the following feedback example:
"The course is hard to navigate."
vs.
"Upon entering the course, the student may not know where to go first. Adding some menu items in the course might help by giving students easy to identify buttons to press. Also, a welcome announcement that gives them a quick roadmap for how to get started might set the tone and ease their anxiety about starting a new class."
"The course is hard to navigate."
vs.
"Upon entering the course, the student may not know where to go first. Adding some menu items in the course might help by giving students easy to identify buttons to press. Also, a welcome announcement that gives them a quick roadmap for how to get started might set the tone and ease their anxiety about starting a new class."
- What rubric element or concept do I think could be improved?
- How might it be improved?
- Why does it seem to need revision?
- Where could the revisions be put in place?
- When in the flow of the course should this concept be developed? Or, when should the revision be made by in terms of priority?
As our course materials indicate, we can use words like the following to help ensure that the review is balanced and sensitive:
- You may want to consider....
- In my course, I ....
- It would be helpful if....
- It appears that....
- You might indicate....
- It might be useful to ....
- I had a clear sense of...; however, I was confused about....
- I'd like to suggest....
transript.docx |