Giving Formal Feedback - This session can be done really well in a remote learning context with screen sharing (providing the supervisor does not directly show the student their notes).
This session is very much about the student engaging in the process and not receiving feedback passively. It takes them through a proofreading process that they can repeat themselves with the final draft. Click here for more on proofreading and self assessment.
Preparation prior to the session: Ask students to read over their draft (especially if there has been a vacation since submission) and record thoughts on WWW (What Went Well) and EBI (Even Better If...). To differentiate, students might choose an element of each criterion that they felt went well as well as elements that could be improved on.
Top tip! Let students record the feedback session.
Have students record the feedback session that you have with them. It is understandable for students not to make the most of feedback sessions; they can take more notice of positive comments than areas they need to work on or they can easily feel overwhelmed. If they record the session, they can concentrate on just discussing their work with you and have a way of referring back to this session after it has finished.
1. Have two copies ready of the student's work (or as far as possible for Option 2): the supervisor's master copy with notes and a copy for the student to record notes from discussion. If the student has an additional format such as a presentation or a film, then they should ensure they are ready to take notes or perhaps record the session.
2. Ask student for prepared initial thoughts on their draft; perceived strengths and weaknesses, successes and limitations. Set personal objectives for how they want to improve their draft. Remind students that your feedback will not include advice on spelling, punctuation, grammar, structure or correct any citations.
3. Ask the student to read the draft out loud and pause at appropriate times with criteria based questions that may have arisen. eg. What do you think the main point of your argument is here? .... might prompt a student to hesitate and conclude 'I think my point is this... but it probably needs to be clearer'. This process can take time and it must be stressed to the students that they do not need to know the answers now but these questions are there to guide them into realising the next steps.
4. After the read through with open questions: Look at the wording of the criteria together and ask the student to talk through where they perceive the criteria based strengths and weaknesses might be.
IN NO WAY SHOULD THIS BE A MARKING OF THE ESSAY.
5. Students write a bespoke checklist for the final piece. From the guided discussion, students should be able to formulate a checklist to help them towards their final project. The supervisor can have prepared a checklist in advance for their own notes and ensure through open questioning that the student has included everything needed.