Extract from Issue#15 of Teaching Tuesdays@CSU
All issues of Teaching Tuesdays can be accessed through the folder at this link
By Christina Moore and Daniel Arnold
Source: Faculty Focus
Cognitive feedback, both formative and summative, can provide information on how well students are learning their course and subject material. However, this brief article considers how “affective feedback” can provide information to explain why student learning may or may not be happening.
They argue that emotional indicators can explain why some students perform or attend poorly in response to subject content or activities. Further, while many opportunities are developed for cognitive feedback, often there are limited strategies incorporated for collecting or acting on affective feedback.
This article provides current references for further examination and suggests some strategies for collecting and working with affective feedback to promote student success, including:
- a weekly social forum
- survey at the beginning of a session
- progress report journal (mandatory)
- Help! Line
- reflection activities
- using technology affordances for feedback in large classes.