Skip to main content

3 Free Feedback Tools You've Never Heard Of


Today is a quick post with some free stuff!

oprah-giveaway

1. Growth Report Google Sheet

Get It Here

If you're interested in producing a richer, more useful "grade" (i.e. growth) report for students, try this Google sheet template. You'll need some intermediate Google sheets/ Excel skills and it works best if you're already using standards based assessment practices.

report

2. Rapid Feedback Authoring Tool

Get It Here

This website helps you create a form and then use it to quickly write narrative feedback to students. The drag-and-drop comment bank makes writing feedback even faster, freeing your brain to focus on student work.

snip20180917_56.png

3. OBS Screen Recording Software

Get It Here

This open-source screen capture software is really easy to use and produces high-quality videos in many formats. I like to capture myself inking on student work and narrating feedback. I then paste the video into OneNote, or upload it as unlisted to YouTube and send students the link. It's also easy for students to use for recording their thought process when solving problems.

Snip20180917_57.png

Comments

Popular posts from this blog

Back-to-School: Consider Your Feedback System, Not Grading System

One question I ask other teachers is “How important is feedback in learning?” Every teacher I talk to agrees that feedback is crucial. It’s how both teacher and student gets better. Research backs the importance of feedback; building off of John Hattie’s work comparing factors on learning, Evidence for Learning’s toolkit ranks feedback as having the highest impact out of their 34 approaches (along with meta-cognition) with a +8 months’ impact on students’ learning progress. I follow the feedback question with “How important are grades in learning?” It might seem like a loaded question. You can imagine how teachers respond: “They’re not.” Why give grades, then? We’ll save that topic for another occasion. For now, I just want to point out that we are frequently asked to consider and describe our grading system by students, parents, colleagues, and administrators. We’re rarely asked about the much bigger and more important component of our work: feedback. With back-to-school qu

A Culture of Iteration: Policies and Practices for a Revision-FocusedClassroom

Success in the real world depends on a person's ability to iterate. to understand the definition of success on a task to seek feedback early and often to use that feedback to revise and refine until successful As teachers, its our job to scaffold this process, with developmentally-appropriate differentiation, until our students can fly solo. As I sit here writing this, my  SO  Dan is at his desk  red-lining  a building diagram for a warehouse in Canada. When he's done, the diagram will go back to his team of engineers where they will respond to Dan's feedback with a better design. They'll repeat this process until both building code and client requirements have been met. To do this work, which requires an iteration cycle that can last over a year or more, Dan has to understand building code and client needs, seek feedback from other engineers and the client, and use that feedback to revise and refine until the design is ready for implementation. ​Dan wasn'

Part 2 - Tools for an Equitable Feedback System: Engaging with Criteria

This series of posts will cover a variety of bite-sized strategies that can be incorporated into a more holistic feedback system. To learn more about the research behind these approaches, we recommend you first read our white paper . Part 1 - Feedback is Emotional For feedback information to be useful, it must communicate:  Where am I going? (What are the goals?) How am I going? (What progress is being made toward the goal?) Where to next? (What activities need to be undertaken to make better progress?) (Hattie & Timperley, 2007).  Supporting students in engaging with the grading criteria helps give context to the feedback to come. In other words, it does the groundwork of helping them determine for themselves, "Where am I going?"