GIVING FEEDBACK in GOOGLE CLASSROOM

Tips for giving students feedback on their work (avoiding add-ons) within Google Classroom

Please read, share and add more ideas.

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#GoogleClassroom

Simply write a private comment next to their submission
This private comment could link them to a whole class feedback sheet and/or model answer that they need to read first.

You can make this on a google doc/slide and then paste the link into their private comments.

You can link different students to different links if needed
If you want all the class to look at your feedback doc then you can share it in the class stream.
If you've used a google doc for their work (see here https://t.co/4J3dATVy1e )
you can type directly on to their work. You might want to do this in a different colour so it stands out.

Select 'edit' the document and type on to it

Students can then respond and resubmit
If you find yourself repeating the same feedback over & over you can use the comment bank.

Add comments that you what to be able to reuse.

These comments stay the same no matter which student/class you are using them with.
To use the comment bank, highlight the part of the work you want the comment to be linked to.

Click the + box

You can free type into this box or to use the comment bank....
...type the # key and your comments will appear below.

Start typing the beginning of the comment you know you have in your comment bank and comments will appear that have those letters in.

Select the comment you want
Press the comment button OR if you want more comments type the # again and you can keep adding comments
RUBRICS

Use simple statements to feedback on the quality of student response. This can be with/without marks.

Think carefully what criteria make a โ€˜perfectโ€™ piece of work and what the stages might be to get there.
I think the easiest way to make a rubric is by creating a google sheet of the criteria.

I used a template from here https://t.co/vrXAQZ4jZo
however I edited it to give me more flexibility in what I wanted.

See a โ€˜copy of one of my examples here: https://t.co/y98fId0ppX
Once you've created the rubric you can then put it on to an assignment and once student have submitted the rubric appears in the private comments area

You just select which is the most appropriate for that student in that area of their work.
If you want to share the rubric with others then just share or make a copy of the google sheet & they can use it with their classes.

People can also share rubrics on social media for specific tasks or texts etc Just make sure you lock it & share for people to download/copy only
Using google forms is probably the easiest way to collect insights into student learning & give feedback however it deserves its own thread!

Make a form to find out what students 'know' &'understand' as a quiz.

You can then analyse common errors & set a task to address these.
Finally, I have to mention the Mote add-on @justmoteHQ
which @josephkinnaird showed me.

It records a short snip of you speaking in which you can give feedback. Here is Joe's thread on how you could use it.

https://t.co/PqIn1nhiV0

More from Tech

Recently, the @CNIL issued a decision regarding the GDPR compliance of an unknown French adtech company named "Vectaury". It may seem like small fry, but the decision has potential wide-ranging impacts for Google, the IAB framework, and today's adtech. It's thread time! ๐Ÿ‘‡

It's all in French, but if you're up for it you can read:
โ€ข Their blog post (lacks the most interesting details):
https://t.co/PHkDcOT1hy
โ€ข Their high-level legal decision: https://t.co/hwpiEvjodt
โ€ข The full notification: https://t.co/QQB7rfynha

I've read it so you needn't!

Vectaury was collecting geolocation data in order to create profiles (eg. people who often go to this or that type of shop) so as to power ad targeting. They operate through embedded SDKs and ad bidding, making them invisible to users.

The @CNIL notes that profiling based off of geolocation presents particular risks since it reveals people's movements and habits. As risky, the processing requires consent โ€” this will be the heart of their assessment.

Interesting point: they justify the decision in part because of how many people COULD be targeted in this way (rather than how many have โ€” though they note that too). Because it's on a phone, and many have phones, it is considered large-scale processing no matter what.
So we had to develop technologies like this to barely manage control over limited areas in Iraq's few urban centers. Only ~8 in 100 Iraqi adults owns a personal vehicle. That rate is > 1 car/adult in America yet I have never seen any doctrine paper or work of fiction address this


We've seen and struggled in civil conflicts with instant, local, universal, distributed communications (cell phone era, basically every conflict since 2000). We've seen and struggled in conflicts with instant, global, universal distributed communications (everything since 2011).

The world's most overfunded military and glow in the dark agencies struggle and largely fail to contain conflicts where fhe vast, vast majority of people are locked into a ~5mi radius of their home.

How can they possibly contain a conflict in a nation with universal car ownership and the most developed road network in the world? The average car can travel over 400 miles on one tank of gas, how can you contain the potential of that kind of mobility?

I think that's partially why the system was so freaked out by 1/6. Yes, most of it is histrionics but you don't decide to indefinitely turn your capital into the Baghdad Green Zone with fortifications and 25k troops over histrionics alone.

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