The Power of Feedback in the Proficiency-Driven Classroom

by Holly Morse
@Srta.Morse

When I was in my undergrad program, I had two professors who stood out to me. The first, let us call him Professor Deadly Pen shredded our papers with his red pen. Reading his comments was exhausting and at times a bit demoralizing. The second, who I will call Professor Nonspecific, gave little feedback, and what she did provide was vague. Which teacher did I resent? Well, both! One made me work hard for my “A.” The other seemed indifferent and was not particularly helpful. But I bet you can figure out which one I admire today. Yep, Professor Deadly Pen. He set expectations and worked with us to meet them by outlining proficiency requirements for the class, then provided consistent feedback. 

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