Using the feedback cycle to enhance learning

I always try to give careful students during grading and sometimes I invite the students for an interview where they demonstrate that they took the feedback into account when correcting their mistakes.

Practice alone is not enough for students to obtain mastery in a certain topic. It should be accompanied by targeted feedback. The cell phone clicker sessions give instant feedback to students and an opportunity to discuss and vote again learning from the feedback. Another practice that I use shows the benefit of delayed but targeted feedback. For the monthly exams I sometimes do not write down what went wrong in the exam itself. Instead I ask students to study the mistakes in their exams and invite them for a one on one interview where the students must explain all the wrong answers in the text as well as ways to correct them. The interview will then finish with me giving the student a similar problem to a problem answered wrong and the whole interview performance will help students earn some of the lost credit back. This allows students the research proven (Black & Wiiliam, 1998) benefit of identifying and correcting their own specific errors rather than get general feedback own specific errors rather than simply get a numerical score. It also shows that delayed feedback could be a better option sometimes (Mathan &Kodedinger, 2005) .The sample bellows an example of student work showing the incorrect answer in an exam and how it was corrected at the interview (the students will be told clearly before the interview what I would expect from them but they will not know the repeat questions which I will ask them to do)