I note a repeated missed opportunity in teaching across many of the courses in my executive-level graduate program, an opportunity missed due to design decisions. Often, instructors develop exercises where students work (individually or in teams) to develop their own work product. The instructor then evaluates the work according to some framework, or compares it to some existing professional version of the same work. The idea is to have students try their hand at manipulating some framework, and then provide constructive feedback on how they did.
The problem arises when it comes time for the instructor to provide feedback. Over and over I have observed instructors engage in Herculean efforts to make incorrect work seem correct. There is a strong disincentive to say students’ work is “wrong” in such a public setting. (This may be more the case with adult learners versus younger students.) Because of this, learning opportunities are missed and frequently students are left thinking that they have mastered material that they have not mastered. This seems especially prone to happen in “judgment” fields where there is not an objectively correct answer but there are definitely best practices. For example, in a communications class where students are asked to develop an influence campaign, there may be no objective basis to criticize poor campaigns. So the impression is left that anything goes. But this can happen also in “harder edged” fields such as budgeting or economics. Students are rarely told that they missed the mark.
The conclusion? Avoid such situations unless you are a very unusual type of instructor, with the gumption to publicly make clear, constructive criticism. Develop some other mechanism for giving students hands-on experience and useful feedback. Two potential means of doing that would be for students to evaluate each others’ work, or to give them a rubric and ask them to evaluate their own work. However, the challenge remains of providing feedback from an expert perspective.