The feedback should generate a To ask yourself new questions about your subject series of questions for the student To improve your understanding of which makes them think about their your own thoughts learning now, and what they need to To improve your ability to see the do to develop their learning in the worth of other work and people’s future. This will enable them to thoughts understand the purpose of the To improve your ability to feedback in each specific context; evaluate your own work and the create the capacity to developing work of others To become better at working in evaluative judgement; the ability to order to meet specific goals or review their own performance against targets professional and academic criteria; To get better at working out what and to think about learning strategies types of feedback you need and they need to develop in the future; working out when you need feedback Clarify for students and staff, To get better at seeing where through dialogue, what good or your work is good and where it bad performance actually is in the needs improvement assignment or task. To get better at seeing where other work is good and people’s This involves identifying and justifying where it needs improvement To get better at giving people the strengths and achievements of the help to improve their work assignment, artefact or task under To get better at accepting and discussion. This should also then using help from other people to lead to outlining how changes and improve your own work improvements may be made, through To discuss how ideas like “good” reference to discussion around what and relate to marking “bad” constitutes the criteria for good criteria performance and how the outcomes To get and give feedback wherever you can: not just in of the task have been met. Students tutorials or seminars need to be aware that feedback is a process that can take place at any time or place, and to isn’t restricted formal learning situations. Be developmental, progressive and Your feedback to be relevant to transferable to new learning your course contexts Your feedback to be relevant to the way your wider subject area is The dialogue and understanding that developing
The feedback should generate a series of questions for the student which makes them think about their learning now, and what they need to do to develop their learning in the future. This will enable them to understand the purpose of the feedback in each specific context; create the capacity to developing evaluative judgement; the ability to review their own performance against professional and academic criteria; and to think about learning strategies they need to develop in the future; To ask yourself new questions about your subject To improve your understanding of your own thoughts To improve your ability to see the worth of other people’s work and thoughts To improve your ability to evaluate your own work and the work of others To become better at working in order to meet specific goals or targets To get better at working out what types of feedback you need and working out when you need feedback Clarify for students and staff, through dialogue, what good or bad performance actually is in the assignment or task. This involves identifying and justifying the strengths and achievements of the assignment, artefact or task under discussion. This should also then lead to outlining how changes and improvements may be made, through reference to discussion around what constitutes the criteria for good performance and how the outcomes of the task have been met. Students need to be aware that feedback is a process that can take place at any time or place, and isn’t restricted to formal learning situations. To get better at seeing where your work is good and where it needs improvement To get better at seeing where other people’s work is good and where it needs improvement To get better at giving people help to improve their work To get better at accepting and using help from other people to improve your own work To discuss how ideas like “good” and “bad” relate to marking criteria To get and give feedback wherever you can: not just in tutorials or seminars Be developmental, progressive and transferable to new learning contexts The dialogue and understanding that Your feedback to be relevant to your course Your feedback to be relevant to the way your wider subject area is developing