Good Recommendations

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Good Recommendations

Constructive Specific Measurable Sensitive Balanced


1) ConstructiveDont just tell them what NOT to do; provide suggestions for what they could do (construct) in their course instead. a. Bad example: Your home page doesnt make it clear how to get started. b. Good example: Your home page doesnt make it clear how to get started. I suggest posting some guidelines in a prominent place on the home page, such as an orientation video or friendly paragraph showing students whats in the syllabus, what to expect from this course, and what to do. 5) SpecificTell them where, exactly, you saw the item being discussed. a. Bad example: Standard 2.2 was not met. b. Good example: In the syllabus, under the list of course objectives, one of the objectives, learn about Schnbergs 12-tone theory is not measurable, so Standard 2.2 was not met.

4) MeasurableExplain what the course would look like, exactly, if your recommendation were put into effect. a. Bad example: Standard 1.1 was not met. b. Good example: There should be something in a prominent place on the homepage that guides students in exactly what they should do when they first log in.
3) SensitiveThis is personal for many instructors. Be tactful and kind. a. Bad example: Your objectives were completely amateur and off-target. Dont you know how to write a decent objective? b. Good example: Objectives need to be measurable and action-oriented, otherwise we can not assess students progress. I suggest using words like list or describe instead of understand and learn. 2) BalancedDont just point out the flaws. Point out the strengths as well. a. Bad example: [a list of everything wrong] b. Good example: [a list of everything wrong] AND--The cartoons you used to provide visual relief and humor in the lessons were a very nice touch. You did an excellent job of organizing the lesson content into understandable and meaningful chunks. (etc.)

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