Low-Stakes Feedback:
How Much is Too Much?

Theory 

I believe one of the most important tools instructors can utilize in any classroom is low stakes assignment. According to the Georgetown University's Writing Program, low-stakes assignments are "any writing activity that is short, typically ungraded, and focused on thinking through a problem or question." As the name suggests, low-stakes assignments allow students to practice the skills they are learning in class in a less stressful environment than say, a major paper worth 20% of a student's grade. I really like low-stakes work, both as an inspiring professor and as a student because it helps students get the hang of various skills and prepare them for success. 

A question I grapple with as a TA is how much feedback students should be receiving on low-stakes assignments. At KSU, FYC courses have about 20-25 students in each class, and instructors are required to implement at least three high-stakes assignment at some point within the semester. Because low stakes work is so impactful at ensuring student success, I believe it is important to implement low stakes work throughout the semester, in a variety of ways. I also believe that while just the activity of simply completing low stakes work is beneficial for students, so is getting instructor feedback before large assignments. For instance, if the low stakes work is prepping students for a rhetorical analysis assignment and a student is repeatedly struggling to understand the rhetorical situation, low-stakes assignments not only benefits the student by allowing them to practice, but gives the instructor knowledge in what area the student is struggling and the ability to correct it. However, if an instructor at KSU were to implement low stakes work twice a week, they would be grading 40-50 assignments per class, per week. 

Just like every aspect of a classroom, I believe it is important for instructors to think deeply about the assignments they are assigning and how much feedback students will receive from each assignment. Just as it is important for students to understand where they are excelling and where they may need more help, it is important for instructors to be realistic regarding how much time they have to responding to students' work. 

Currently, I like the idea of having the majority of low-stakes work be graded based on participation, all while still reviewing students' responses and giving feedback if I notice a student needs help on a certain subject. My mentor uses a variety of the techniques, including discussion boards and editing future lesson plans. I really like my mentor's use of exit tickets, which are generally private discussion posts students will submit before leaving class, in which case they will leave any questions they have about what they learned that day. Rather than giving feedback on students' low stakes work, my mentor responds to exit tickets, saving my mentor's time and ensuring that the students' questions get answered. 

Works Cited

Georgetown University Writing Program. “Incorporating Low Stakes Writing.” Georgetown University Writing Program, writing.georgetown.edu/resources/resources-for-low-stakes-writing.

University of Toronto. “Low-Stakes Writing Activities.” University of Toronto, https://tatp.utoronto.ca/resources/low-stakes-writing-activities/.

University of Waterloo. “Low-Stakes Writing Assignments.” University of Waterloo, https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/low-stakes-writing-assignments.

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