Student Feedback Analysis

Let’s talk about discussion boards. Every week, students see the same prompt: “Post once. Reply to two peers.” “Minimum 300 words.” “Replies must be substantial.” It’s framed as interaction, but it doesn’t feel like one. There are so many memes dedicated to the ridiculousness of discussion boards. You've probably seen them. The ones where someone replies to a peer with: “Wow, great point. I agree with everything you said.” ...and then adds five more sentences just to meet the word count. These jokes aren’t just for laughs--- they’re feedback. Students are telling us something: they don’t feel like they’re learning. They feel like they’re performing. Yet, we take these memes, share them with a friend, and move on with our day. But what if we took student feedback to heart and started making some meaningful changes? Imagine a discussion board where students choose the prompt. Where debates unfold naturally, not because we assigned sides, but because students actually cared about the topic. Imagine asking: “Which idea from this week made you uncomfortable and why?” or giving students the space to share anything they want. When we design discussions that allow for voice, disagreement, student interest, and curiosity, students start responding like people. We can move from compliance to interaction. So the next time you create a weekly discussion prompt, pause for a second and ask yourself: - Would I want to respond to this? - Would I come back to see what others said? If the answer is no, it might be time to redesign the conversation.

Student evaluations of teaching: it's not only how you teach — it's also whom you teach. New paper by Sara Ayllón et al. finds that "less generous students systematically sort into certain fields, courses, and instructors’ sections". As the Figure below shows, there is "significant variation in the average ratings across majors, with instructors in the lowest-rated majors (e.g. Architecture and Economics) receiving approximately 0.5 SD lower ratings than the highest-rated majors (e.g. Medicine and Philosophy). While differences in instructional quality may partially explain these gaps, it is likely that student sorting plays an important role." The paper also documents "considerable variability in the disadvantage faced by female faculty across and within fields". Notably: "female faculty in Business and Economics face substantially more gender-biased students than faculty in Arts and Communications and, as a result, receive significantly worse student ratings." The good news is: there are ways to correct for this. "A complex solution is to provide ratings for female and male faculty that adjust for gender-specific generosity and are normed to be equivalent across genders. This is technically feasible, but sacrifices transparency. A simpler solution flags to administrators courses in which female faculty face an expected disadvantage" Read the full paper here: Sara Ayllón, Lars Lefgren, Richard W. Patterson, Olga Stoddard, Nicolás Urdaneta (2025), ‘Sorting’ Out Gender Discrimination and Disadvantage: Evidence from Student Evaluations of Teaching, National Bureau of Economic Research working paper 33911. https://lnkd.in/ecKBEZEi (open access) https://lnkd.in/eDZnQbf8 (gated)

🔍 𝐑𝐞𝐚𝐥𝐢𝐬𝐭𝐢𝐜 𝐒𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐞𝐬 𝐭𝐨 𝐅𝐨𝐬𝐭𝐞𝐫 𝐚 𝐅𝐞𝐞𝐝𝐛𝐚𝐜𝐤 𝐂𝐮𝐥𝐭𝐮𝐫𝐞 𝐢𝐧 𝐏𝐘𝐏 𝐂𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦𝐬 🌱 Creating a strong feedback culture in an IB PYP classroom is essential for student growth, reflection, and agency. Feedback should be constructive, continuous, and student-centered, allowing learners to take ownership of their progress. But how can we ensure that feedback is meaningful and engaging? Here are 𝐞𝐢𝐠𝐡𝐭 𝐫𝐞𝐚𝐥𝐢𝐬𝐭𝐢𝐜 𝐬𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐞𝐬 that can help foster an effective feedback culture in your classroom: ✨ 𝐓𝐡𝐞 "𝐅𝐢𝐱 𝐈𝐭" 𝐋𝐢𝐬𝐭 – Encourage students to maintain a list of areas they need to improve. This strategy promotes self-reflection and goal setting. ⭐ 𝐓𝐰𝐨 𝐒𝐭𝐚𝐫𝐬 𝐚𝐧𝐝 𝐚 𝐖𝐢𝐬𝐡 – A simple yet powerful peer and self-assessment tool where students highlight two things they did well and one area for improvement. 💡 𝐆𝐥𝐨𝐰 & 𝐆𝐫𝐨𝐰 𝐂𝐨𝐦𝐦𝐞𝐧𝐭𝐬 – Students and teachers use "Glow" (positive feedback) and "Grow" (constructive feedback) statements to guide reflection and progress. 🔄 𝐓𝐡𝐞 𝐅𝐞𝐞𝐝𝐛𝐚𝐜𝐤 𝐂𝐚𝐫𝐨𝐮𝐬𝐞𝐥 – Students rotate in small groups, giving and receiving feedback on each other’s work, ensuring varied perspectives and deeper insights. 📝 𝐄𝐱𝐢𝐭 𝐓𝐢𝐜𝐤𝐞𝐭 𝐅𝐞𝐞𝐝𝐛𝐚𝐜𝐤 – A quick and effective way to gauge student understanding at the end of a lesson. Students write reflections or questions on a sticky note before leaving. 🔍 𝐈 𝐍𝐨𝐭𝐢𝐜𝐞, 𝐈 𝐖𝐨𝐧𝐝𝐞𝐫, 𝐈 𝐒𝐮𝐠𝐠𝐞𝐬𝐭 – A structured reflection framework that encourages students to observe, inquire, and provide constructive feedback. 📌 𝐒𝐭𝐢𝐜𝐤𝐲 𝐍𝐨𝐭𝐞 𝐅𝐞𝐞𝐝𝐛𝐚𝐜𝐤 𝐖𝐚𝐥𝐥 – A collaborative space where students leave anonymous or named feedback on their peers' work, promoting a supportive learning environment. 🚦 𝐓𝐫𝐚𝐟𝐟𝐢𝐜 𝐋𝐢𝐠𝐡𝐭 𝐑𝐞𝐟𝐥𝐞𝐜𝐭𝐢𝐨𝐧 – A self-assessment tool where students use red, yellow, and green indicators to express their level of understanding and confidence in a topic. 🤝 𝐓𝐞𝐚𝐜𝐡𝐞𝐫-𝐒𝐭𝐮𝐝𝐞𝐧𝐭 𝐂𝐨𝐧𝐟𝐞𝐫𝐞𝐧𝐜𝐞𝐬 – One-on-one discussions between educators and students that allow for personalized feedback and targeted support. By incorporating these strategies, we empower students to develop their metacognitive skills, become reflective learners, and take ownership of their learning journey. 🌍✨ 📌 What feedback strategies do you use in your classroom? Share your thoughts in the comments! ⬇️ 𝐉𝐨𝐢𝐧 𝐭𝐡𝐞 𝐈𝐧𝐪𝐮𝐢𝐫𝐲 𝐂𝐥𝐚𝐬𝐬𝐫𝐨𝐨𝐦 𝐖𝐡𝐚𝐭𝐬𝐀𝐩𝐩 𝐜𝐨𝐦𝐦𝐮𝐧𝐢𝐭𝐲:-. https://lnkd.in/gzX_x8Hj 𝐓𝐨 𝐥𝐞𝐚𝐫𝐧 𝐦𝐨𝐫𝐞 𝐚𝐛𝐨𝐮𝐭 𝐭𝐡𝐞 𝐦𝐞 𝐚𝐧𝐝 𝐦𝐲 𝐏𝐘𝐏 𝐫𝐞𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐊𝐢𝐧𝐝𝐥𝐲 𝐕𝐢𝐬𝐢𝐭: https://lnkd.in/g2ijMEsW #inquiryClassroom #IBPYP #StudentAgency #FeedbackCulture #InquiryBasedLearning #IBEducation #Reflection #AssessmentForLearning #PeerFeedback #GrowthMindset

Getting the right feedback will transform your job as a PM. More scalability, better user engagement, and growth. But most PMs don’t know how to do it right. Here’s the Feedback Engine I’ve used to ship highly engaging products at unicorns & large organizations: — Right feedback can literally transform your product and company. At Apollo, we launched a contact enrichment feature. Feedback showed users loved its accuracy, but... They needed bulk processing. We shipped it and had a 40% increase in user engagement. Here’s how to get it right: — 𝗦𝘁𝗮𝗴𝗲 𝟭: 𝗖𝗼𝗹𝗹𝗲𝗰𝘁 𝗙𝗲𝗲𝗱𝗯𝗮𝗰𝗸 Most PMs get this wrong. They collect feedback randomly with no system or strategy. But remember: your output is only as good as your input. And if your input is messy, it will only lead you astray. Here’s how to collect feedback strategically: → Diversify your sources: customer interviews, support tickets, sales calls, social media & community forums, etc. → Be systematic: track feedback across channels consistently. → Close the loop: confirm your understanding with users to avoid misinterpretation. — 𝗦𝘁𝗮𝗴𝗲 𝟮: 𝗔𝗻𝗮𝗹𝘆𝘇𝗲 𝗜𝗻𝘀𝗶𝗴𝗵𝘁𝘀 Analyzing feedback is like building the foundation of a skyscraper. If it’s shaky, your decisions will crumble. So don’t rush through it. Dive deep to identify patterns that will guide your actions in the right direction. Here’s how: Aggregate feedback → pull data from all sources into one place. Spot themes → look for recurring pain points, feature requests, or frustrations. Quantify impact → how often does an issue occur? Map risks → classify issues by severity and potential business impact. — 𝗦𝘁𝗮𝗴𝗲 𝟯: 𝗔𝗰𝘁 𝗼𝗻 𝗖𝗵𝗮𝗻𝗴𝗲𝘀 Now comes the exciting part: turning insights into action. Execution here can make or break everything. Do it right, and you’ll ship features users love. Mess it up, and you’ll waste time, effort, and resources. Here’s how to execute effectively: Prioritize ruthlessly → focus on high-impact, low-effort changes first. Assign ownership → make sure every action has a responsible owner. Set validation loops → build mechanisms to test and validate changes. Stay agile → be ready to pivot if feedback reveals new priorities. — 𝗦𝘁𝗮𝗴𝗲 𝟰: 𝗠𝗲𝗮𝘀𝘂𝗿𝗲 𝗜𝗺𝗽𝗮𝗰𝘁 What can’t be measured, can’t be improved. If your metrics don’t move, something went wrong. Either the feedback was flawed, or your solution didn’t land. Here’s how to measure: → Set KPIs for success, like user engagement, adoption rates, or risk reduction. → Track metrics post-launch to catch issues early. → Iterate quickly and keep on improving on feedback. — In a nutshell... It creates a cycle that drives growth and reduces risk: → Collect feedback strategically. → Analyze it deeply for actionable insights. → Act on it with precision. → Measure its impact and iterate. — P.S. How do you collect and implement feedback?

Most students think studying longer means learning better. ❌ But the real toppers know a secret: It’s not about TIME. It’s about TECHNIQUE. ✅ Flashback to November 2024...... As I was coaching students for the JEE and NEET exams, a few students came to me with a rather STRANGE problem. "Sir, we can understand the basics of the concepts, but we are not able to score above 120/300 in the internal practice tests." When I asked them about their routine, almost all of them answered, in summary, as "6-7 hours study + Previous Year Questions". But what about analyzing the errors made in the paper?? The students went silent..... That's when I knew that their mind needed a bit of conditioning to convert this energy to efforts.... So I shared a simple 2-step method that helped them 👇 1. Identify their weak areas on a daily basis 2. Devise a plan to work upon their mistakes 3. Validate their plan using tests and quizzes Step 1: Active Recall – Challenge Your Brain 📌 I asked them to identify 2-3 confusing concepts and read them once from NCERT and/or class notes. 📌 Then close the book and try recalling the key points without looking. If you struggle, that’s a good sign—it means your brain is working to retain it. Do this for 1-2 days and see.... The students reported a longer retention of concepts in their memory (Train your brain) Step 2: Concept - Problem - Feedback - Concept (CPFC) Loop 📌 Once the concept is read, pick a set of 10 questions and solve them. 📌 If you are able to get >7 correct, then move on to the next topic. 📌 If <7, then identify the questions where you went wrong and look for the type of error made (calculation mistake, confusion among options, etc.) 📌 Rework the concept and repeat the loop till you get >7 correct. 📌 Repeat for the next topics. Why did this work for them (and it will work for you as well)? ✅ Students can see their weak spots with evidence, immediately. ✅ It gives them clarity on how to solve conceptual issues. ✅ Once their target accuracy is achieved, their confidence gets a big boost. 💡 Try this today! Pick a topic—Electrostatics, Human Physiology, or Organic Chemistry—and test this method. 💬 What’s one topic that always confuses you? Drop it in the comments, and let's see if we can design a plan for success! #JEEPrep #NEETPrep #StudyHacks 

Ensuring Students Act on Feedback Feedback is only as valuable as the action students take in response to it. Too often, feedback becomes a passive exchange,teachers give comments, students glance at them, and then move on to the next task without making meaningful improvements. To truly accelerate progress, we need to create structures that ensure feedback leads to independent development. Here’s how: 1. Build Dedicated Feedback Lessons into Your Scheme of Work If feedback is to be effective, there must be time for students to engage with it properly. This means moving beyond a quick ‘read your comments’ approach and embedding dedicated feedback lessons into the scheme of work. By protecting this time within the curriculum, feedback becomes a continuous, structured process rather than an afterthought. 2. Use Targeted and Specific Feedback Vague comments like ‘be more analytical’ or ‘develop your explanation’ don’t give students a clear direction. Instead, feedback should be precise and actionable. For example: • Before: ‘Your analysis is weak.’ • After: ‘To strengthen your analysis, explain why this event was significant and link it to a wider consequence.’ Or Pose questions to help students develop their answer or guide them to the correct knowledge. Pairing feedback with examples or sentence starters can help students apply improvements more effectively. 3. Teach Students How to Use Feedback Students need to be explicitly taught how to engage with feedback. This includes: • Modelling the process – Show students how to act on feedback by walking them through a worked example. • Guiding self-reflection – Use prompts like, ‘How does my answer compare to the model? Where can I improve?’ • Encouraging peer support – Structured peer review can help students identify strengths and areas for development before teacher intervention. I often like to highlight a weak paragraph in a green box so students know what area to precisely improve/re-write, as you can see below. 4. Use Feedback Trackers to Monitor Progress Instead of feedback disappearing into exercise books, encourage students to keep a feedback tracker where they record teacher comments and their own reflections. They can then set targets for the next piece of work and review previous feedback to ensure they’re improving over time. Feedback is most powerful when it becomes part of the learning process, not just an add-on. By allocating time in the curriculum for feedback lessons, making guidance explicit, and encouraging students to take ownership, we can transform feedback from words on a page into meaningful improvement. The ultimate goal? Students who no longer just receive feedback, but actively use it to progress.

🧵 FEEDBACK! Feedback should guide students toward improvement, be clear and specific, and encourage action. Here's a breakdown of key strategies to make the feedback process more impactful and move students forward! 🎯 **Make Feedback Specific**: Avoid generic comments like "good work" or "needs improvement." Be precise and clear. For example, “Your analysis is strong because you used…” This approach helps students understand exactly what they did well or need to improve. 🔍 **Make Feedback Understandable, Helpful, and Actionable**: Kate Jones explains that teacher must ensure students grasp the feedback and know how to improve. 1. Understandable: Do pupils understand the feedback? Do they understand what they need to do to improve? 2. Helpful: If the feedback isn't helping the learner move forwards and progress with their learning, then the feedback is not effective. 3. Actionable: Can pupils act on the feedback? Teachers should provide a task and time to respond and act on all feedback provided. ✍️ **Give Formative Feedback**: Focus on providing feedback that guides learning rather than just grading. Use Michael Chiles FCCT Goldilocks method—provide just enough feedback to be helpful without overwhelming students. Encourage them to think about how they can apply the feedback. 👥 **Provide Whole Class Feedback**: Analyse common patterns in student work and address them with the entire class. This helps tackle widespread issues and provides all students with actionable steps for improvement. 🕵️ **Turn Feedback into a Detective Work**: Challenge students to engage with their feedback by turning it into a puzzle or what Dylan Wiliam calls ‘detective work’. This approach challenges students to fix errors in their work and helps them internalise the feedback more effectively. 🙇 **Ensure Feedback is Actionable**: Feedback should encourage students to “think hard” (Robert Coe) Use Tom Sherrington’s 5 R's approach. These steps help students take concrete actions to improve their learning. 1. Redraft or Redo: Go back and edit specific areas. 2. Rehearse or Repeat: Go back and practise to master specific skills. 3. Revisit or Respond: Go back and answer similar practice questions. 4. Relearn or Retest: Go back to consolidate understanding of previous content. 5. Research or Record: Go back to develop work further with extensive research. ⚖️ **Reduce Workload with Dylan Wiliam’s 4 Quarters Marking Method**: Split your feedback time into four equal parts: 25% Mark in Detail: Provide specific, actionable feedback. 25% Peer Assess: Students assess each other’s work under supervision. 25% Skim Mark: Look for common errors and patterns (WCF). 25% Self Assess: Students evaluate their own work, building independence. 🤝 **Peer Feedback**: Teach and scaffold how to ‘Kind’, ‘Specific’ and ‘Helpful’ language to support students with delivering formative feedback to their peers. Provide examples of effective feedback and model the process.

One of the most defining moments in my leadership journey came from a simple realization: Our students were seeking more spaces to feel seen, heard, and celebrated. At 21, returning from NYU, I reflected on our convocation ceremony at Manav Rachna—an event rooted in pride and tradition. While it carried the weight of legacy, I saw an opportunity to make it more student-focused and emotionally resonant. That moment sparked a shift in how I approached leadership—not by choosing between tradition and transformation, but by blending both. 1️⃣ The Convocation Celebration Inspired by NYU’s vibrant format, I proposed some unconventional changes. What I found was incredible support from our leadership, grounded in data and driven by a shared desire to honour our students more meaningfully. The outcome? A 300% increase in graduation attendance and moments that lived on through proud social media shares. 2️⃣ The Internship Evolution There were initial concerns that interdisciplinary programs might affect academic depth. But when engineering students returned from marketing internships with sharper problem-solving skills, the results spoke for themselves. Today, 78% of participants outperform peers in innovation challenges. 3️⃣ The Feedback Framework We introduced “Reverse Office Hours,” a space for students to offer structured feedback to faculty. What began as an experiment has grown into a valued tool for refining curriculum and enhancing classroom engagement. The Lesson? Great institutions thrive not by preserving legacy alone, but by embracing student voices as catalysts for growth. At Manav Rachna, it’s not about tradition versus change—it’s about evolving together. So, when I’m at a crossroads, I ask: •⁠ ⁠Are we doing this because it truly serves our students or simply because it’s always been done? •⁠ ⁠Can this policy stand up to the thoughtful feedback of a 19-year-old learner? The real magic begins when we stop viewing “student-centric” and “senior-led” as opposing forces—and start seeing them as partners in progress. #education #innovation #students #convocation #graduation

In my teaching journey, I was introduced to the concept of Exit Tickets by my HOD, Ms. Kamayani Sharma —and since then, my classroom has never been the same. What started as a simple idea has become a powerful habit that helps me understand my students more deeply—every single day. Whether I’m teaching English literature or guiding students through reflective writing, these tiny check-ins offer huge insights into. Here are a few Exit Ticket types that one may use to create wonders in the classroom: 1. Question Parking Lot – “What’s one question you still have?” 2. Traffic Lights – 🟢 I got it, 🟡 I kind of get it, 🔴 I need help 3. Emotional Check-In – “How did today’s lesson make you feel?” 4. Self-Assessment – “What did you do well today? What can you improve?” 5. Creative Exit – “Sketch a symbol that represents today’s concept.” Exit Tickets are not just assessment tools—they're reflection, and personalized feedback rolled into one. These Exit Tickets give every student a voice—even those who may not speak up in class. Thank you, Ms. Kamayani Sharma, for introducing this tool that empowers me to teach with more clarity, empathy, and purpose.. #exittickets #reflectiveteaching #ibeducator #atlskills #inquiryinaction #teachingstrategies #englishteaching #middleschooleducator #dailyreflection #instructionaltools

Too often, offering students feedback is an exercise in compliance. The professor offers feedback, and expects the students to incorporate all of it. (It’s like the professor is giving items on a checklist. The subtext: “do these things and I’ll give you an A.”) But I want my students to think about feedback differently. I want them to be able to cut between different sets of feedback, connecting them to each other and linking them back to their own understanding. With that in mind… Here’s the feedback cycle I’ve designed for my Comp II students at Berkeley. 1️⃣ Self-Assessment Students use their own self-designed rubric to evaluate their own performance. 2️⃣ Peer Assessment Students get feedback and assessment from other students. 3️⃣ Instructor Assessment I’ll offer feedback on the assignment. 4️⃣ AI Assessment Students get feedback from a custom chatbot. I will be incorporating some of Anna Mills’s prompts for the PAIRR framework. 5️⃣ Assessment Assessment (or Reflection) Students apply the different assessments to their own self-assessment. They defend their ultimate edits within the context of their Self-Empowering Writing Process (SEWP).