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.
Professor Devereux shares her experience of using video in assessment in the Centre for Professional Legal Studies.
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
While feedback focuses on a student’s current performance, feed forward looks ahead to subsequent assessments and offers constructive guidance on how to do better.
Understanding and enhancing student perceptions of assessment feedback.
An external resource from Oxford Brookes providing guidance and advice on how to stage pre-assessment intervention to support students' assessment literacy.
Strategies for actively engaging with your students in the assessment process.
An external resource by Oxford Brookes giving guidance on how to lead a student peer review session.
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