About this topic
Feedback is an important part of the learning and teaching relationship between academic staff and students.
The way staff deliver feedback helps to promote students’ learning and encourages them to perform well in their studies. Improving the feedback given to students can therefore be a positive focus for improving academic performance, as well as enhancing students’ overall experience of university.
This topic provides information on three key areas of providing feedback:
These vary by discipline and within disciplines, yet there are a wide range of different formats and types of feedback that can be used to deliver effective feedback to students.
Formats include written, audio or video feedback, feedback provided in lectures, seminars and tutorials including that given under guidance by other students, and feedback on formative and summative assessments.
This refers to the ability of students to interpret assignments and assessment criteria appropriately, and make full use of feedback provided on their work.
The concept of literacy encourages a focus on what makes assessment and feedback meaningful. This usually means developing a shared understanding between staff and students of assessment and feedback practices.
Good feedback practice
Good feedback helps students to improve their learning and understanding. It focuses efforts by identifying shortcomings and advising on ways to address them. It should also seek to point out strengths.
Good feedback is timely, delivered in a constructive style, and is usually supplemented with opportunities for clarification.
Dr Daniel Bickerton
Published 17 Oct 2019 • 19 mins read
Dr Craig Gurney and Jessica Clement
Published 16 Jan 2020 • 9 mins read
Dr Matthew Pugh and Dr Robert Wilson
Published 16 Jan 2020 • 12 mins read
In this case study, Dr Matthew Pugh and Dr Robert Wilson discuss the successes and short-comings of changing from a continuous assessment approach to placing greater emphasis on formative exercises in the School of Mathematics.
TopicsWays of learning | Assessment design | Managing assessments | Providing feedback |
Using the three-minute thesis competition format as an authentic assessment to development science communication in undergraduates
Dr Catherine Gliddon and Dr Kirsten Pugh
Published 16 Jan 2020 • 7 mins read
Law in the Community a warts and all account of running three student volunteering schemes on an assessed basis for the first time
Vivien Burfitt and Anna Heenan
Published 14 Jan 2020 • 15 mins read
In this case study, Vivien Burfitt and Anna Heenan describe how the School of Law and Politics introduced a 30 credit 'Law in the Community' module to enable students interested in doing extra-curricular pro bono work to do it within their course
TopicsEnterprise & Employability | Assessment design | Managing assessments | Providing feedback |
Dr Robert Mason
Published 20 Feb 2017 • 15 min read
A presentation from Dr Robert Mason of Cardiff Business School on how they introduced 'feedback fortnight' within their MSc modules to streamline and rebrand the exam feedback process for all students who had failed one module or more
Dr Neil Harris
Published 23 Jun 2017 • 5 mins read
Dr. Kirsten Hamilton-Maxwell
Published 06 Apr 2017 • 7 mins read
Dr Neil Harris
Published 22 Jun 2017 • 16mins read
Oxford Brookes University
Published 20 Apr 2017 • 8 mins read
Strategies for actively engaging with your students in the assessment process.
Published 20 Apr 2017 • 12 mins read
An external resource by Oxford Brookes giving guidance on how to lead a student peer review session.
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