Effective Feedback • GCU faculty members are responsible for ensuring students master the objectives of the course. This is accomplished, in part, by effective feedback. Required Feedback Elements Assignment Criteria Return Feedback Content Graded and Scored Rubric Format What areas need improvement? Adherence to GCU Style Guide Turnitin Originality Report What did the student do well? Embedded Comments Content • The course curriculum specifies the content and objectives required for each assignment deliverable. • The Assignment criteria for each course deliverable is clearly defined and provides explicit detail relative to the submission requirements. Sample Assignment Criteria BIB-105 Module 3: Assignment 1) Individual: a) The Kingdom of God Is Like… i) Read the article by Tame listed in the Readings. Note how the author encourages readers to find contemporary metaphors for the Kingdom of God. ii) Write an essay (500-750 words) on contemporary metaphors for the Kingdom. Choose two different metaphors, one from the article and one from your own experience, for the Messiah and the Kingdom of God. Elaborate on the characteristics of the Messianic Kingdom of God as Jesus taught and modeled it. Especially focus on the specific teachings on the Kingdom in the assigned readings for this module. This paper should show your understanding of Jesus' teaching of the Kingdom and His role as Messiah. iii) You must use at least two scholarly sources in addition to the Niswonger text and the Bible. iv) Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. v) Submit the assignment to the instructor by the end of Module 3. Grading for Content Assignment Criteria Return Feedback Content Graded and Scored Rubric Format Summary Comments GCU Style Guide Criteria Embedded Comments Review Turnitin Originality Report Turnitin (TII) TII submissions are required for all assignments over 500 words in length. TII is not required for Journals, Study Guides, PPTs or Excel files. TII Originality Reports must be reviewed for percentage matches. Properly cited information will appear as a match. Quotes and references will and should generate a percentage match. Very high percentage matches should be reviewed. Reference the “Reporting Plagiarism” lecture located in the Faculty Resource Center for further details. TII detailed tutorials are located in the Faculty Resource Center. TII is a learning tool for students! Providing Feedback on Assignments • Did the student meet all the objectives as specified in the Assignment Criteria – in terms of both content and format? • Instructors are encouraged to embed comments in the body of essays and similar assignments, as appropriate, to help students identify key areas of strength and areas needing improvement • Comments should indicate what the student did well, in addition to noting areas for improvement. • Comprehensive feedback should be provided to the student within 7 days of assignment submission. • Effective, constructive feedback assists learners in mastering not only the subject matter, but also assists them in mastering the tenets of academic rigor. GCU Assignment Grading Rubrics • GCU provides an array of Assignment Grading rubrics that are used in assessing submissions. Auto Rubrics GCU Analytic Rubrics Faculty Generated Rubrics Auto Rubrics • Many courses utilize Auto Rubrics that are built into the online classroom. • If an Auto Rubric is provided for an assignment, it must be used for grading submissions. • Auto Rubrics contain pre-determined point values allocated to various aspects of content and formatting/mechanics expectations. GCU Analytic Rubrics • An array of GCU Analytic Rubrics have been designed by GCU and have been made available to all faculty. • The GCU Analytic Rubrics are located in the Faculty Resource Center along with a tutorial demonstrating how to use them. • The GCU Analytic Rubrics have been programmed in Excel. • Once the rubric has been graded, it should be returned to the student as a file attachment. Faculty Generated Rubrics • If an assignment does not have an Auto Rubric, instructors have the option of using a GCU Analytic Rubric or a rubric of their own creation based on the assignment criteria to grade the assignment. • If an instructor has created assignment specific rubrics, they must be uploaded to the classroom prior to the start of the class. • All rubrics must address content, format, adherence to APA as applicable, and Grammar, Usage, Mechanics and Spelling (GUMS). • Rubrics ensure that grades earned are objective rather than subjective, and provide students with a better understanding of how the grade was earned. Returning Feedback to Students • Completed feedback (which may include embedded comments, summary comments and a graded and scored rubric) must be provided to all students via the assignment dropbox in the classroom. • Completed feedback must be provided to students within 7 days of receipt of the assignment submission in the classroom. The Assignment Feedback Cycle Assignment Criteria Return Feedback Content Graded and Scored Rubric Format Summary Comments GCU Style Guide Criteria Embedded Comments Review Turnitin Originality Report Effective Feedback and Academic Integrity • All members of the faculty at GCU have the responsibility to honor academic integrity by not merely editing assignments for grammar, spelling, punctuation, and word choice or citation errors. • Evaluation of learner comprehension, application of content and evidenced critical thinking skills are essential components that are necessary to honor academic integrity and learning. • Students earn grades. Faculty do not give grades. • When providing summary comments, faculty members should employ the Sandwich method. • Summary comments should provide a brief global overview of the submission, and begin with letting the student know what they have done well. • Areas that need improvement should then be addressed. • The summation should conclude with positive comments to the learner. • Tone is extremely important when providing feedback. • As these techniques are employed, it creates a solid foundation for students to be receptive to areas that may need improvement. • Feedback should be positive, constructive and timely. • Although instructors have a 7 day timeframe to provide feedback, students are seeking validation as to what they have done well, and areas that need improvement prior to preparing the next assignment submission. • Effective feedback should not break a student’s spirit! Rather, it should serve as a learning and growing opportunity to assist each individual as they progress through the course.