Individual feedback on assignments is a valuable way to connect with students, support individual understanding of course content and growth, and encourage engagement. It also takes time and effort and can feel overwhelming. My teaching experience is mainly across writing and academic success courses which are usually 30 or fewer students. However, I used to teach 4-5 sections at a time, regularly providing individual feedback to 100+ students. Whether you teach 25 or 200 students, if you’re providing individual feedback, it helps to have a plan and find strategies that work for you. Here are some strategies I’ve found helpful providing timely and supportive individualized feedback to students.

Before Grading

• Gather materials. Create a document for drafting comments before posting to Canvas. Have the assignment directions and the scoring guide for reference.

• Read the full assignment directions and scoring guide if applicable. Be sure you understand requirements and areas outside of the assignment’s scope.

• Be open-minded. Avoid imagining one “ideal” assignment and consider the range of ways students could meet requirements.

• Skim through a sample of submitted assignments. Get a sense for general understanding, quality of work, and missing work for outreach.

• Plan a format for comments. This can help you provide each student with a similar amount of feedback. The format can create consistency whether you’re at the start or end of grading. Here’s an example:
  • Greet and thank student by name
  • Note two areas that were working well
  • Share one or two areas they could improve/focus on in future work

• Think about feedback if students are meeting requirements. Students whose assignments meet requirements often get shorter or less nuanced feedback. While it’s great to acknowledge success, if that’s the extent of feedback, students may feel like they don’t know how to continue developing skills. Including praise and areas to prompt thinking for each student can ensure everyone has ideas for ongoing development.

• Plan more time than you need. If you start early, you’ll have time for norming, revision of comments, and follow-up.

• Plan for grading at times when you feel most alert and focused. Are you a morning person? Evening? Do you have a day that’s more open?
  • Avoid grading if you’re upset, overwhelmed, or exhausted. Most students understand if you share that grading will take longer than anticipated.
  • Break grading into manageable chunks so you can maintain energy and consistency.

While Grading

• Start grading at different points the alphabet. This ensures one person’s work isn’t always graded first or last.

• Stick to your planned format.  This supports consistency, routine, and momentum.

• Spend as much time on praise as you do on feedback. Helping students identify their strengths, validating work and effort, and thanking them encourages future learning, revision, and motivation.

• Don’t worry too much about language in your first draft of comments. If you’ve saved time to revise, you can read and revise specifically for language later.

• Be a generous reader and meet students where they’re at. Here are some practices to support that mindset:
  • Read to understand vs. from a point of critique
  • Work to make connections like you would when reading writing in your field
  • • Be open to an approach to the assignment that you didn’t anticipate
• Be specific. Reference specific ideas from students’ work. If you have something to say to all students (copy/pasting, rubber stamping), talk about it in class or post an announcement.

• Engage with ideas and assignment requirements. Spend time with at least one or two ideas that stood out to you. Show students you’re listening and care about what they’ve said.

After Grading

• Leave time between drafting comments and submitting them. Give yourself time to think about what you’ve read and written; then revise.

• Grade norm for your class. Review student work that earned similar grades. Keep in mind different students might have the same grade but for different reasons. Revisit work if you find inconsistencies.

• Re-read comments and revise for language, tone, depth. Consider the language you’ve used to praise, give feedback, pose questions, or point students in a specific direction. Show up in a way that represents you and your values.

While I know not all these ideas will resonate for everyone, I hope some might prompt thinking about how to provide feedback in a way that creates routine and supports individual students in their learning and growth.