Effective feedback for learning also takes into account the need to build confidence as well as to communicate where and how improvements can be made. Effective feedback to support learning involves an ongoing dialogue between the student and staff, the student and their peers, and the student and an employer, for example, where the student is in a work-based or placement learning environment. The NUS Feedback Amnesty, Briefing Paper (2009) Feedback should … 1. be for learning, not just of learning 2. be a continuous process 3 be timely 4. relate to clear criteria 5. be constructive 6. be legible and clear 7. be provided on exams 8. include self-assessment and peer-to-peer feedback 9. be accessible to all students 10. be flexible and suited to students' needs Gibbs, G. and Habeshaw, T. (1992). Preparing to Teach: An Introduction to Effective Teaching in Higher Education. Bristol: Technical and Educational Services. To achieve for higher learning’: ‘feedback Write a brief summary of your view of the submitted assessment Balance negative with positive comments Use constructive criticism to provide positive suggestions for improvement Ask questions which encourage reflection about the work Explain all your comments Suggest follow-up work and references Suggest specific ways to improve the assessment Explain the mark or grade and explain why it is not better or worse Offer help with specific problems the opportunity to discuss the assessment and your comments Effective feedback extracted from on making Race, P., 20 Tips for making feedback work, ‘Compendium feedback work’ available via (in More Downloads) see also link on T&L website at – The following suggestions aim to give you some practical ways in which you can design feedback which helps to make learning happen with your own students. Help students to want feedback. Spend time and energy helping students to understand the importance of feedback and the value of spending some time after
Effective feedback for learning also takes into account the need to build confidence as well as to communicate where and how improvements can be made. Effective feedback to support learning involves an ongoing dialogue between the student and staff, the student and their peers, and the student and an employer, for example, where the student is in a work-based or placement learning environment. The NUS Feedback Amnesty, Briefing Paper (2009) Feedback should … 1. be for learning, not just of learning 2. be a continuous process 3 be timely 4. relate to clear criteria 5. be constructive 6. be legible and clear 7. be provided on exams 8. include self-assessment and peer-to-peer feedback 9. be accessible to all students 10. be flexible and suited to students' needs Gibbs, G. and Habeshaw, T. (1992). Preparing to Teach: An Introduction to Effective Teaching in Higher Education. Bristol: Technical and Educational Services. To achieve ‘feedback for higher learning’: Write a brief summary of your view of the submitted assessment Balance negative with positive comments Use constructive criticism to provide positive suggestions for improvement Ask questions which encourage reflection about the work Explain all your comments Suggest follow-up work and references Suggest specific ways to improve the assessment Explain the mark or grade and explain why it is not better or worse Offer help with specific problems the opportunity to discuss the assessment and your comments Effective feedback Race, P., 20 Tips for making feedback work, extracted from ‘Compendium on making feedback work’ available via (in More Downloads) – see also link on T&L website at The following suggestions aim to give you some practical ways in which you can design feedback which helps to make learning happen with your own students. Help students to want feedback. Spend time and energy helping students to understand the importance of feedback and the value of spending some time after