Feedback

Looking at Seven Principles for Good Practice in Undergraduate Education, by Arthur W. Chickering and Zelda F. Gamson (1987) and the updated version, Implementing the Seven Principles: Technology as Lever, by Arthur W. Chickering and Stephen C. Ehrmann (1996) you see the need for student feedback in both a traditional face-to-face classroom and when technology is utilized to deliver content in non-traditional formats. While not all of the Seven Principles are addressed here, this is attempt to explore some of the technologies available to help instructors meet the objectives laid out in the articles. This presentation looks at feedback in math instruction using MyMathLab by Pearson.

1. Encourages Contact Between Students and Faculty

Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

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4. Gives Prompt Feedback

Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves

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6. Communicates High Expectations

Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.