Collaborative Feedback Tools for Empowering Student Growth in Class Presentations
Location
Logan, UT
Start Date
8-13-2025 12:00 PM
End Date
8-13-2025 12:45 PM
Description
Traditional assessment often positions instructors as final arbiters of performance, treating students as passive recipients of delayed feedback. This session describes a transformative alternative: immediate dialogic feedback that promotes student agency and real-time reflection. Building from research on immediate assessment techniques (Milton & Landon, 2019; Epstein et al., 2002), participants in this session will learn how real-time feedback can encourage student to correct misunderstandings quickly and engage in long-term skill-retention practices. Beyond assigning a grade, this approach reframes feedback as an opportunity for growth and dialogue, inviting students into a collaborative learning process. Drawing on studies of negotiated grading (López-Pastor et al., 2012) and growth-oriented pedagogy (Cole, 2025), this session demonstrates how collaborative strategies can reduce the grading burden on faculty while simultaneously enhancing student agency and increasing equity. Further, the strategy presented in this session allows students to direct the sorts of feedback they receive, thus encouraging them to take on the identity of “learner” (Sanders, 2012) while also eliminating the wasted hours instructors often spend writing comments that students do not care to read. This session models a learning-oriented assessment that emphasizes development over judgment, making it a powerful tool for instructors who seek to elevate both teaching excellence and student experience by thinking beyond the grade.
Collaborative Feedback Tools for Empowering Student Growth in Class Presentations
Logan, UT
Traditional assessment often positions instructors as final arbiters of performance, treating students as passive recipients of delayed feedback. This session describes a transformative alternative: immediate dialogic feedback that promotes student agency and real-time reflection. Building from research on immediate assessment techniques (Milton & Landon, 2019; Epstein et al., 2002), participants in this session will learn how real-time feedback can encourage student to correct misunderstandings quickly and engage in long-term skill-retention practices. Beyond assigning a grade, this approach reframes feedback as an opportunity for growth and dialogue, inviting students into a collaborative learning process. Drawing on studies of negotiated grading (López-Pastor et al., 2012) and growth-oriented pedagogy (Cole, 2025), this session demonstrates how collaborative strategies can reduce the grading burden on faculty while simultaneously enhancing student agency and increasing equity. Further, the strategy presented in this session allows students to direct the sorts of feedback they receive, thus encouraging them to take on the identity of “learner” (Sanders, 2012) while also eliminating the wasted hours instructors often spend writing comments that students do not care to read. This session models a learning-oriented assessment that emphasizes development over judgment, making it a powerful tool for instructors who seek to elevate both teaching excellence and student experience by thinking beyond the grade.