How Can We Improve Our Feedback? A Case Study of Student Feedback

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Bias, Trust, and Impact: Rethinking Course Evaluations for Equitable Faculty and Student Experience (Table 7)

Abstract

A core role for instructors is giving feedback on assignments and assessments with the purpose of supporting student learning. This paper shares the case study of an instructor who piloted the use of equitable grading practices with a focus on providing transformative feedback to students. As we analyzed the data, we recognized the importance of instructor feedback going beyond the purpose of learning to enhance relationships and belonging for all students, which promotes the likelihood of equitable outcomes.

Authors

• Elizabeth Covay Minor, National Louis University

• Jennifer L. Engelland-Schultz, National Louis University

• Gloria McDaniel-Hall, National Louis University