Written Feedback on Progress
Written feedback concerning grades is often more helpful to some students than verbal feedback because it allows them to better monitor and self-regulate their progress. An instructor can provide written feedback on progress through email, on a handout or homework assignment, or through a course management system.
Related Functional Characteristics
Hearing Loss : Providing written feedback on progress ensures that a student with a hearing loss is provided all the information the instructor intended.
Deafness : Providing written feedback on progress ensures that a student who is deaf can understand instructor feedback.
Working / Short Term Memory Deficit : Written feedback on progress allows students to spend extra time processing feedback in order to retain and learn from it.
Processing Deficit (Auditory) : Written feedback is very important to students with auditory processing deficits in situations where they are not able to take notes themselves concerning their performance and it allows them to reflect and ask questions to improve their performance.
Perseveration : Written feedback on progress allows students to review feedback missed if they have a tendency to perseverate on one idea or statement to the exclusion of other information.
Fluid Reasoning : Written feedback allows students with fluid reasoning deficits time to reflect and analyze their mistakes and their successes so they can fine tune their strategies in future work.
Inability to Comprehend Social Cues : Students who are prone to misperceptions need feedback provided in a written form so they can process and reflect on the feedback before reacting to the person who provided it. Written feedback on progress allows the faculty member to communicate constructive criticism in a way that allows the student time to reflect and process the information.
Obsessive Behavior : Written feedback on progress allows students to review feedback missed while they were persisting in obsessive behaviors.
Anxiety : Students may need written feedback so if an anxiety attack occurs, they will be able to process the feedback after they have recovered.
The Building Accepting Campus Communities (BACC) project was funded by the US Department of Education Office of Secondary Education grant #P333A080070-09. The University of Nebraska does not discriminate based on gender, age, disability, race, color, religion, marital status, veteran's status, national or ethnic origin, or sexual orientation.