One difficulty I have experienced with implementing more effective feedback strategies is that for my 11th and 12th grade students many of the quick feedback techniques are more appropriate for comprehension types of tasks, not for tasks that require an assessment of quality. Chappius, thankfully, offers a few recommendations for getting students to self-diagnose first, so the teacher can then "tailor [his] comments to offer as much or as little help as the student truly needs" (pg.79).
Her first suggestion is to use an Assessment Dialogue form which has students explain their strengths and areas they need to work on, has teachers explain strengths and areas to work on, and then has students write out a plan where they explain what they will do now. I have used another type of form with my students, but I think I like this one better.
Her second strategy is two color highlighting. Students use the scoring rubric and highlight in yellow how they think their product lines up with the performance indicators. The teacher then does the same with a blue highlighter. The text that is green signifies the areas that the teacher and student agree on; no further comments need to be made on these areas because the student already understands their progress. The teacher could then provide additional feedback on those areas that were significantly varied. This would save be quite a lot of time and energy, especially when I assess drafts of longer essays.
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