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[scampster]

Yes, it does work with writing. To be like everyone else, I gave a midterm and a final in my composition class and this was one of the aspects that was included.

It's been so long since I have taken a composition class, I couldn't even remember if I had exams in mine :-) (I am pretty sure I did not.)

[zuzu_]

See this previous thread on a similar topic:

http://chronicle.com/forums/index.php/topic,47416.0.html

I've made peace with this issue. I feel better about it if I send out a reminder message after I grade each assignment. Something like, "Be sure to go (brief instructions) to view my feedback on your work. If you do not make suggested revisions in future assginments, your grade will suffer."

[sporosarcina]

First take a deep breath and realize that many of your students will not read the feedback, not matter what you do (there is an old saying about a horse and water that comes to mind).  Second, make the feedback mean something.  I teach a microbiology class and got tired of them constantly messing up the usage of scientific names and classification information (no MRSA is not a virus).  At the beginning of the semester I would redirect them with little to no penalty (but clearly cite the problem in the feedback) and as the semester progressed these types of casual errors became more and more costly.  It has helped a little, but it will never be perfect.

[tdnard]

We are now in the third week of my summer online humanities class. At the beginning of each week, I send out a "Week in Review" newsletter, addressing general issues from the previous week. In my last newsletter, I reminded students about my feedback comments to their assignments. THis week, as I enter my feedback to their first assignment (due Wednesday), I am including at the end: "EXTRA CREDIT: a bonus for reading your assignment feedback -- send me an email by Sunday with the words Free Points in the subject line for 3 extra points on the assignment!" The assignment was worth 15 out of a total of 100 for the week. So far, 2 students have responded.

[bone_gal]

I like the idea of the extra credit offer in the feedback! You could also password protect your exams (although it sounds like your exams might not be online since you refer to picking them up), and then include the password in the previous exam's feedback.  I know someone who puts his exam passwords in the lectures, announcements and other areas he wants the students to read. So why not the feedback? Or maybe have the password to a special review area, or something that's a "treat."

week, as I enter my feedback to their first assignment (due Wednesday), I am including at the end: "EXTRA CREDIT: a bonus for reading your assignment feedback -- send me an email by Sunday with the words Free Points in the subject line for 3 extra points on the assignment!" The assignment was worth 15 out of a total of 100 for the week. So far, 2 students have responded.

[lucys]

I really like the idea of extra credit in the feedback and writing a paragraph about the feedback as homework. I usually remind students how to get their feedback when I finish grading their first essays. Based on some of their e-mails and later essays, I can tell very few read their feedback or respond to it in any way. Maybe these two ideas can help in the future.

[msoexpert]

I've run into the same situation with my business math students. I used to post individual feedback with students only to find that the majority wouldn't read them. Then make the same mistakes over and over again! So I can really sympathize with you.

Now one thing I've done is cut way down on the amount of individual feedback I give. Instead, I will post general announcements about certain things I've noticed from the class. And bold or colorize certain pieces of info that I want students to really focus on. That helps to make it standout better and draw more attention to it. It's also a time-saver because I only have to post things once!

In my own experience, I've discovered more students will read the announcements because they automatically pop-up when they log into the system. They don't have to click on anything to bring it up; it's right there in their faces when they log in.

Now what if students don't read it? Well there's nothing more I can do. With online classes, you cannot force students to read.  If they choose not to read it, then so be it. They're only hurting themselves and their grades will reflect it.

When I see a bunch of students continuing to make the same mistakes, I will post a second announcement to remind students to watch for things like "this" and "that." That way, I gave it to them twice! Beyond that, I let the students continue making the mistakes and let their grades fall where they will.

If the student complains, then I can say I posted 2 announcements about it. So the burden will shift to them to justify why they didn't bother to read it. But in my experience since handling things in this way, I've found the majority of student will at least skim my comments. So the error repeat rate does drop. And that's a good thing!

[mathprofdk]

Thanks for the replies, all.  I really like the idea of summarizing the common errors for each assignment.  I think that's definitely something I can do with not a lot of additional work, and hopefully having them in one easy place will entice more students to actually read them!

[littlefred]

Hi all, I tried the 'extra points' idea in grade comments this past week. I gave them one week to send me an email summarizing the grade comment...

I had a 35% response rate.

Dismal failure. And all it succeeded in doing is making me feel as if I don't want to spend my time writing good feedback to them.

Waste of my precious time. Sigh

[magistra]

No, 35% is a third of the class.  That's the most you can likely expect -- think how many of them didn't pay much attention the first time around.  And really, if you've gotten one student into good habits and helped him learn the old material, you've succeeded.  It might not be worth your time, but it's always worth trying. 

Also, remember that giving feedback allows you to send out e-mails and announcements about checking the feedback before going on to the next assignment, etc.  This gives you cover -- the students know you're giving feedback even if they don't read it.

Can you write notes right in the gradebook?  This might be worth experimenting with.

I second the idea of giving general feedback to the whole group.  For large assignments, especially if they're going to have another project like it or later material builds on earlier, tell them they can get 1/2 credit for fixing whatever they got wrong.  So if an assignment earned a 50, and they fix everything so it's an A paper, they can get as many as 25 points.  This way they learn the material, their grade improves, and they're less likely to blame you for poor grades.  They had a chance.  It might also help retention -- in online classes it's so easy for people to just quit.  But if that failing grade of 50 can become a 70, which is a C, they're psychologically more likely to stick with it.  Theoretically.  Yes, it's more grading for you, but not everyone will take you up on it, and hopefully it'll be easy to score (and no comments necessary). 

For small assignments, though, I don't even worry about comments except very general ones.  You're right, they'll never look at them.

[littlefred]

Thanks Magistra, that is a good way to look at it...

I just wish that *they* (as in the powers that be) require extensive feedback on several assignments, each week. I take pride in doing it, as the students who do read it, improve from week to week.

However, it seems as if many do not, and it is a waste of time.

I am going to take your suggestions and send out some general feedback to them today.... but if they aren't reading grade comments, what hope do I have for emails or announcements?

I also refuse to 'hand hold' and do it for them, these are professionals.... so there you are... one big circle....

:-)

thanks for the encouragement!

[magistra]

They are more likely to read e-mails and announcements.  Whether they read them carefully, pay attention, and actually remember them is another matter, but you still have better luck than just comments.  Students don't read the comments.

Not that we shouldn't write them -- you have to do what you know is best for the students.  You have to hold the line.  At the same time, you have to realize your own and their limitations -- so, for example, don't write extensive comments every time, or don't even attempt comments on the last paper; just send out an announcement that you're happy to give them if asked.  You won't be.

You also have to consider your reputation.  You imply that you are a TA and there's another professor above you; if you half-ass your class, it'll come out.  You're less likely to get negative feedback if you've given them lots of comments and encouragement.  If you do get student complaints, you can show that you've worked hard and are eager to help students succeed (know that phrase!) and improve your pedagogical techniques (another goodie).  And you are -- you sound as if you're veering towards burnout rather than slackerdom.  You can always do more, but that doesn't mean you have to.  Talk to your prof or other instructors about their techniques.

Finally, and this is completely anecdotal, but I've heard that professional types can be the worst.  They want to check the box so they can get their degree and earn more money; they're not in it to learn.  Don't take it personally.