The combination of ongoing formal and informal assessments in PhD Science in Sync™ gives teachers ample information to monitor student progress—and then to provide targeted, scaffolded instruction as needed.
Distance learning arrangements can offer some advantages over in-person learning. In an online environment, teachers may find it easier to schedule and engage in one-on-one conferences with students or to meet with small groups. Some Group A/Group B schedules have built in a no-class Friday; teachers can devote this day to checking in with students and providing feedback.
Online communication platforms may make it easier for students to submit work and for teachers to provide specific feedback on this work. In providing feedback, it's helpful to be specific about what students did or did not do in response to a given task; it's unhelpful to provide general feedback about how students are doing. Similarly, it can be helpful to provide feedback that is focused on the specific science concepts that are being taught at that point in the module; it's better to explain feedback and tie it to specific points of instruction. In this way, written feedback can take the form of a conversation with students.
Teachers should create a plan to give feedback directly to students or to families of younger students.
- It is recommended that students get feedback at least once per week but that work is reviewed daily.
- Feedback should vary and could include comments, LMS replies, grades, emails, phone calls and/or letters.
- There should be a balance between assignments done for completion and those scored.
- Reviewing and providing feedback in a virtual setting is time intensive, so set expectations in advance and communicate expectations to students. For example, “You can expect to receive feedback from me on your work at least once per week, but I will be looking at your work daily.”