3 Ways Feedback can Move Away from Autopsy Report

I remember all too often, a test or paper was submitted, the teacher graded the activity, and it was returned to me with a red letter grade, a percentage, and a determination if I was going to be grounded for the weekend or not. Thinking back on the feedback that I would recieve from my teachers, I simply looked at the letter grade. The ideas and information to help me improve were not important because after the grade was shared, there was no going back.

This is an autopsy report. The test/paper/assessment is done. There is no going back, it's simply what was done, and ways you did not meet the teachers expectations.

Let's think about 3 ways Feedback can move away from the Autopsy Report:

1. The Final Feedback Report Should Be the Shortest

At the end of the unit, assessment, or PBL, the final feedback should not be a surprise. A truly effective feedback process should be transparent to students throughout the unit. Through effective formative assessments and strategic feedback, students should not only know what they are doing well but also the specific areas they need to improve on by the time the summative assessment arrives.

I observed an incredible art teacher who would use his iPad and Apple Pencil to give students formative feedback on their drawings. He would take a picture, sketch over the image with suggestions and feedback, and then airdrop the image to the student's computer for reference moving forward. By the end of the project, the step-by-step feedback continues to develop and be documented throughout the project.

2. Feedback Should Be Multi-Sourced

Reflecting on the math class that I once taught, I had two forms of assessment: formative homework (30 problems a night) and unit tests. Looking back with perspective now, there was so much more that could have been done to provide students with the opportunity to practice, learn, fail, understand, and grow. Instead of simply rushing through the book as fast as I could, adopting the "less is more" and "quality over quantity" mindset could have expanded my students' understanding.

Fast forward, a math teacher I was consulting with was frustrated about engagement and participation in math class. We decided we needed to speak their language a little and created an Instagram account specifically for his course. He would post reminders, extra tips, hints, and step-by-step problems to support homework and test prep. It was clear in his formative assessments and engagement in class that his students were excited about the Instagram account. It even spread throughout the school, so other Algebra 1 students would follow the account to learn more in a better way. We took that model and then flipped it, having students create their own step-by-step videos on how to complete review problems using Flipgrid. The best videos (voted by students) were shared over the Instagram account as a prize. Feedback can't be only from a test; it can't be from a red pen. We need to get creative with the various sources.

3. Infuse Life with PBL Models

The beauty of PBL is that from the first day of the project, it is clear what the students have to achieve to be successful. There is no mystery; the formative experience comes from self-assessment, strategic formative check-ins, teacher feedback, peer reviews, etc. The process of learning is a process. There are no worries about grades or marks; it's simply about whether the objective or standard was achieved over the span of the unit. Think about ways that social media tools and actions (likes, hearts, emojis, etc.) can support the learning process along the way.

Feedback is much more than just a grade and a red pen. Inspire students through the feedback and get excited about the innovation that we can pursue!