USBE Logo MIDAS Logo

Digital Tools for Feedback
Material Image
Microcredential ID : 2656
Stack
Feedback
Credits
0.5 USBE Credit

Description
This microcredential represents educators' effective use of digital tools to support feedback to, from, between, and among learners. Digital tools are invaluable in helping learners to generate, share, and process feedback. Because a complete feedback loop involves so many actors (teacher-to-student, student-to-student, student-to-teacher, student-to-self), digital tools can reduce complexity and speed delivery of the information that learners need to make their learning visible. Examples of these types of digital feedback tools include Nearpod, Seesaw, Padlet, Edpuzzle, Flipgrid, and digital whiteboards.
How To Earn This Microcredential
To earn this 0.5 credit microcredential you will submit two different types of evidence from the list below to demonstrate your consistent and effective use of digital tools for feedback. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!
Fees
If you submit this microcredential for review, you will be assessed an administrative fee of $20.00.
Clarifications
Useful feedback helps learners to see where they're going (feed-up), where they currently are (feed-back), and their next steps (feed-forward). Traditional grades do not accomplish this, nor does non-specific praise ("Good job!")!
Important Terms
Feed-Up: Answers the question, "Where am I going?" This ensures that students understand the purpose of the assignment, task, or lesson, including how they will be assessed.

Feed-Back: Answers the question, "How am I going?" This provides students with information about their successes and needs.

Feed-Forward: Answers the question, "Where to next?" This guides student learning based on performance data.

Learning Intention: Statement of what students are expected to learn from the lesson.

Success Criteria: Statements that describe what success looks like when the learning goal is reached. They are specific, concrete, and measureable.
Background Scenario / How This Will Help You
Ms. Palmer's 6th grade students are working on a short public presentation on an aspect of U.S. history they have researched. Rather than a traditional "stand and deliver" presentation in front of the classroom, her students are recording their presentations in FlipGrid. Mrs. Palmer is very focused on providing an opportunity for students to give and receive meaningful feedback to each other on their presentations. She groups her students into teams of four. Each member of the team will be responsible to share rubric-based feedback with their other three teammates. After sharing her presentation rubric with the class and practicing how to use it to share feedback respectfully, she loads it into FlipGrid. Once students have practiced and recorded their own presentations, they then view and give feedback on their peers'. Each student receives both written and video feedback on the aspects of their presentation specified by the rubric, and use that feedback to re-record a final presentation. They also record a short self-evaluation and reflection on the process, which Mrs. Palmer will review along with their final presentation.
Evidence Options
Category: Preparation and Planning
Select ONE of the evidence options below to demonstrate your preparation and planning for using digital tools to support instructional feedback.
Lesson Plan: Submit a well-developed lesson plan of your design with specific details demonstrating a systematic approach of specific, immediate, and continual feedback using digital tools. This lesson plan should demonstrate your effective support of feedback to, between, and among your learners. In a separate section of the lesson plan, include citations for research supporting your instructional approach. (See the resources section for examples to cite.)
Category: Implementation
Select ONE of the evidence options below to demonstrate your effective implementation of digital tools to support instructional feedback.
Video: Submit a 6-8 minute video showing learners using a digital tool to generate, share, and process feedback on a learning opportunity. Video should include learners engaging in at least two of the following parts of the feedback loop: teacher-to-student, student-to-student, student-to-teacher, student-to-self. Be sure to follow your district/charter guidelines for student privacy.
Observation Results: Submit observation results from an administrator or colleague in which he or she describes the way you use digital tools consistently and effectively to help learners generate, share, and process feedback. The observation results should also describe how you use digital tools to support at least two of the following parts of the feedback loop: teacher-to-student, student-to-student, student-to-teacher, student-to-self.

Review Criteria
Criterion 1: The evidence demonstrates that the educator uses the digital tool for feedback effectively (i.e., to support best practices and evidence-based strategies).
Criterion 2: The evidence demonstrates that the educator uses the digital tool for feedback consistently (i.e., over a significant period of time).
Criterion 3: The evidence demonstrates that the educator uses the digital tool for feedback to support at least two of the following types of feedback: teacher-to-student, student-to-student, student-to-teacher, student-to-self.
Reflection Prompts
1. Describe how you use a digital tool(s) to support feedback with your learners, including at least two of the following: teacher-to-student, student-to-student, student-to-teacher, student-to-self.
2. Explain how your learners benefit from the specific digital tool(s) you use to support feedback.
3. Reflect on an aspect of feedback you would like to strengthen in your practice. What other digital tool(s) might be useful, and what are your next steps?

Review Criteria
Criterion 1: The reflection demonstrates that the educator uses the digital tool for feedback effectively (i.e., to support best practices and evidence-based strategies).
Criterion 2: The reflection demonstrates that the educator uses the digital tool for feedback consistently (i.e., over a significant period of time).
Criterion 3: The reflection demonstrates that the educator uses the digital tool for feedback to support at least two of the following types of feedback: teacher-to-student, student-to-student, student-to-teacher, student-to-self.
Resources
Seesaw Help Center: Hands on Professional Development Guide
https://help.seesaw.me/hc/en-us/articles/360000056263-Hands-on-professional-development-guide
Seesaw is a student-driven digital portfolio that empowers students of any age to independently document what they are learning at school and share it with their teachers, parents, classmates, and even the world. This guide covers all aspects of using Seesaw, and includes a PreK-5 and 6-12 version.

Seesaw: Getting Started Video
https://youtu.be/Vd0EPXePyBo
Seesaw is a student-driven digital portfolio that empowers students of any age to independently document what they are learning at school and share it with their teachers, parents, classmates, and even the world. This this video is a basic introduction to the tool.

Introduction to Padlet
https://youtu.be/U3P5QySmLeU
This short video is an introduction to Padlet. Padlet is an interactive noticeboard that you can set up at the click of a button for students to share feedback. Students go to the address (in class or at home), double-click or tap on the page and post a message or file. The posts appear in real time as they’re added.

Padlet: Case Studies on Using Padlet for Feedback
https://teachlearn.digital/2018/03/20/using-padlet-to-support-peer-review-of-assignment-feedback/ http://y1feedback.ie/wp-content/uploads/2017/01/MU-8-Pauline-Cullen-2.pdf
These case studies document how two different teachers (one elementary and one secondary) use Padlet to support feedback in their classrooms.

Edpuzzle Demo Video
https://youtu.be/iTQpvkQdQOw
Edpuzzle is a great way for teachers and students to share feedback on video. This short video is an introduction to this digital tool.

Edpuzzle FAQ: Classroom Management and Lesson Examples
https://support.edpuzzle.com/hc/en-us/categories/360000701132-For-Teachers
This webpage covers frequently asked questions for using Edpuzzle to support a range of instructional best practices, including feedback.

Flipgrid Overview Video
https://youtu.be/nRy1F53JeJU
Flipgrid is a video-based online discussion board. It's an engaging way to structure Student to Student feedback. It's also a nice way to gather Student to Teacher feedback and can also be used for Teacher to Student feedback.

Flipgrid: Customizing Feedback
https://youtu.be/paDqGZb0iZg
This video gives examples of how to customize student and educator feedback in Flipgrid.

Online Whiteboards for Feedback
https://youtu.be/C6fK_Y9dB-E
This short video is an introduction to using online whiteboards for various purposes, including feedback.
Earners
Lauren Hatch

Lauren Hatch
Comments
No comments found.

Utah State Board of Education logo UTAH STATE BOARD OF EDUCATION

250 East 500 South

Salt Lake City, UT 84111-3204

Phone: 801.538.7807 

© Copyright 2021 Utah State Board of Education