Feedback in University Teaching

Prof. Arif KhurshedDivision of Accounting and Finance

Outline

1. The importance of feedback2. Feedback methods3. University policy on feedback4. Examples of good practices

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What is feedback?A process by which the effect or output of an

action is 'returned' (fed-back) to modify the next action.*

Feedback can be

3* www.businessdirectory.com

Formativeintended to modify the learner’s thinking or behaviour for the purpose of improving learning.

Summativeprovides agrade/mark for anassessment

The importance of feedback Feedback is essential for effective

learning

Helps students with their understanding of the subject

Provides guidance on how they can improve their learning

Identifies strengths and weaknesses in skills

Helps them to understand their progress

Provides a rationale for the grade awarded

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Feedback- misconceptionsArguably, the UK system is

historically biased towards summative assessment

Students often (& sometimes fairly) complain about a lack of timely and useful formative “feedback”

However, it’s also crucial to address common student misconceptions about feedback…

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Feedback- misconceptionsStudents tend to associate

“feedback” with written comments on essays…

This can tend to be rather brief and generic, and can include negative or inaccessible language (which doesn’t work well as formative feedback)

But feedback comes via multiple routes and it is important to help the students to realise that 6

Multiple routes for feedback Informal advice and discussion during a

lecture, seminar, workshop or lab. (For this, students need to participate!)

Online exercises and quizzes Responses to your questions from a member

of staff or tutor, including feedback provided via email, to a group via an online discussion forum or via FAQs

Specific course related feedback sessions Written and/or verbal comments on assessed

or non assessed coursework7

Multiple routes for feedback Written and/or verbal comments after a group

or individual presentation Generic feedback posted on Blackboard

regarding overall assessment performance (common problems, etc)

Group and individual discussions/meetings with an Academic Advisor or with a Programme Director

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University policy on feedbackPrinciples 1. Feedback must be provided in a timely manner that

helps students understand(i) the marks or grades they have received for

the work submitted, and       (ii) how their performance might be improved

in future.

2.  Feedback must be as personal as possible to the individual student to enable reflection on individual skills and performance.    

3.   Students have a responsibility to consider feedback given on their work, to seek to understand it, and to act on it.

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University policy on feedbackTimescales 1. Feedback must be timely and students must be

made aware of the timetable for submission deadlines and dates on which feedback will be returned for each unit.

2.  For all formative assessments and assessed coursework, feedback will normally be provided within 15 working days after the final submission deadline or exceptionally, and subject to prior approval by the faculty, within 20 working days after the final submission deadline

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University policy on feedbackDelivery 1. Opportunities must be provided for students to

discuss feedback in person with the unit teacher/s.

2. Comments should be made on why students were awarded the given mark and how they can improve their work, including any recommendations for further reading where appropriate.

3. Constructive criticism should be the overriding feedback style.

4. Opportunities for feedback should be comparable in scope and scale between students and between units that are similar in style or structure. 11

What should students expect?

That your feedback will be:PromptIndividualConstructiveRelated to progressionRelated to learning outcomes

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What should students expect from tutors/workshop leaders?

Clarification and discussion of the lectures The opportunity to discuss the themes of

the course in seminars, with the tutor and with each other

Advice on prioritising their reading Timely feedback on essay plans etc. where

appropriate Continuous informal feedback on the

development of their understanding of the subject (and on their developing skills) through seminar discussions, presentations &c and on demand

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Good practice Giving good feedback is a skill which can be

improved over time The Open University recommends the

‘feedback sandwich’ start with the good things- good news first! move onto (constructive) criticism end on a positive note for future improvement

Focus your feedback – be specific, relate feedback to learning outcomes and avoid unhelpful comments like “could do better”, “not a bad effort” etc.

Your feedback must be SMART (Specific, Measurable, Actionable, Relevant & Timely) 14

Good practice? You have written a good essay but there

are some major issues with its introduction, your arguments and conclusions. Mark: 87%

An excellent team effort. I enjoyed your presentation. Well done! Mark: 48%

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Further reading An excellent paper on ‘Focus on Formative

Feedback’ by Valerie Shute, Available at:www.ets.org/Media/Research/pdf/RR-07-11.pdf

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