Week 8 Top of Form Bottom of Form PRINT Providing Constructive Feedback

Week 8
 
Top of Form
Bottom of Form
PRINT
Providing Constructive Feedback
Your department chair has spoken to you of the value of producing an example of students work for the assessment you developed for your MBA supply chain management class. Your next goal in developing your course is to produce an example of proficient work based on the rubric you developed for your assessment. You will later be sharing this into a library of examples with your colleagues so you all can practice writing constructive feedback for student work.
When we are instructors, we must meet the students’ needs with humble support. We have subject-matter expertise and are up-to-date on industry trends and issues. But do students demonstrate what they absorbed from your instruction? How do you know they learned what you taught them?
Frequently we do not take the time to see what a coworker, subordinate, or, in this case, a student really understood from our instruction. Feedback is a way to help the student who misses critical elements of our instruction. Feedback is another opportunity to see what we missed in instructing our students. We then can reflect on how to better support students for the next time we teach the content, thus becoming more effective teachers.
TO DO LIST
What You Need To Know: Learn about providing constructive feedback.
Assignment: Create an example of student work at the proficient level for your completed assessment instructions and rubric.
Interactive Learning Module: Complete the Interactive Learning Module: Providing Constructive Feedback.
Assignment Overview
Prepare an example of the assessment you wrote for Creating Supply Chain Management Instructional Plans and Assignments.
What You Need to Know
These resources provide guidance on giving feedback on student work, which will help you prepare to complete part of this assignment and learn a vital skill of educators. Each resource is accompanied by a brief summary or excerpt of its abstract and/or introduction to help you frame your understanding before engaging with the resource.
Finger, G., Sun, P., & Jamieson-Proctor, R. (2010). Chapter 113, Emerging frontiers of learning online: Digital ecosystems, blended learning and implications for adult learning. In T. T. Kidd & J. Keengwe (Eds.), Web-Based education: Concepts, methodologies, tools and applications (pp. 1684–1695). IGI Global. 
This resource examines how online courses affect adult learners and how feedback must be used to help learners reach learning goals.
Hodge, E., & Chenelle, S. (2018). The challenge of providing high-quality feedback online: Building a culture of continuous improvement in an online course for adult learners. Transformations: The Journal of Inclusive Scholarship & Pedagogy, 28(2), 195–201. 
This article describes the authors’ experiences providing feedback to adult learners in an online educational leadership course, the challenges they encountered in providing this feedback in a timeframe and manner to which students were receptive, and their research into how to build a culture of continuous improvement in an online course for adult learners.
Literacy Information and Communication System (LINCS). (n.d.). Provide constructive feedback. https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/feedback 
This resource provides a general overview of constructive feedback and how to provide feedback within the context of students’ writing abilities.
Assignment Instructions
CREATING AN EXAMPLE OF STUDENT WORK
Overview
Your department head at the University of Sparkwimville has asked that you create an example of student work for the assessment that you shared with them. By showing your students an example of a proficiently executed assignment, they will better understand expectations and be encouraged to complete excellent submissions. With these considerations in mind, you sit down to prepare an example of the assignment submitted for Creating Supply Chain Management Instructional Plans and Assignments.
Instructions
Prepare an example of student work at the proficient level using the assignment instructions and each rubric criterion that you completed for Creating Supply Chain Management Instructional Plans and Assignments earlier in the course. Be sure to follow all the instructions you created regarding format, page length, and number of citations required.
As each learner will have designed a unique assignment and rubric for Creating Supply Chain Management Instructional Plans and Assignments, your work will be evaluated on the following:
Create an example of student work that follows all assignment specifications for format, page length, and required number of citations.
Create an example of student work for an assessment that would be evaluated at the Proficient level of the related rubric.
After your assignment has been graded, make sure you upload your student example to Capella Connect. You and your classmates will be using these example student submissions to complete a part of your Educator Portfolio assignment.
Additional Requirements
As you complete your assignment, be sure your submission meets the following guidelines:
Written communication: Use error-free, doctoral-level writing, with original (non-plagiarized) content, logical phrasing, and accurate word choices.
APA formatting: Format all references and citations according to current APA style and formatting guidelines. Refer to your APA manual as needed.
Font and font size: Use a consistent, APA-compliant font, 12 points.
Recite: Use Recite to confirm that your in-text citations match the reference list at the end of your assignment and make any needed corrections before submitting your assignment.
File naming protocol: Follow the standard naming conventions for any files you upload. Refer to the DBA Submissions Requirements for details.
Scholarship: Include scholarly and professional practitioner resources as needed to support your assignment.
Capella Connect: Once your assessment has been graded, upload it to Capella Connect: DB8420/DB-FPX8420.
SCORING GUIDE
Your work will be evaluated using this criteria.
VIEW SCORING GUIDE
Competencies Measured
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Develop written, electronic, visual, and oral communication to educate, guide, and advise diverse academic and professional audiences. 
Create an example of student work, following all assessment specifications including format, page length, and number of citations. 
Competency 5: Create measurable assessments of learner skill and knowledge attainment for optimum supply chain performance. 
Create an example of student work for an assessment that is at the Proficient level of the related rubric.