Feedback resources for students
Feedback is essential for your development as a learner, but it’s not always obvious how to use it! Feedback is any kind of information that someone gives you about your performance, skills, and understanding, and can represent one of the best opportunities for improving. Feedback could be a grade on your essay, or comments or suggestions given to you verbally or in writing. It might come from your tutors, but might also come from friends, family, or even from yourself.
(Excerpt taken from the DEFT feedback guide for students)
Everyone gets feedback at university. Some of it is praise, some is criticism, but all of it is useful. Feedback can help you to identify your own strengths and weaknesses. You can build on positive feedback and address critical feedback in your future work and behaviour. Try to think of each piece of feedback you get as a signpost pointing you in the right direction. Using feedback from one assessment to help you in the future is known as ‘feeding forward’.
(Excerpt taken from A student guide to using feedback)
An excellent, short and simple feedback resource for students. This guide outlines three steps to get the best out of feedback. It would be a good resource for students to print and stick on their wall above their desk.
(Read the guide: ASKe student feedback)
Feedback resources for lecturers
High quality feedback can achieve its full potential in transforming students’ learning only when students engage with it. Below are some suggestions to maximise students’ engagement with feedback by supporting them to recognise it, produce it and apply it.
(Excerpt taken from Helping Students Engage with Feedback – Nottingham Trent University)
Feedback is one of the most powerful influences on students’ learning. There is a strong evidence base on effective delivery of feedback: what it should contain and how it should be framed. However, we know far less about students’ reception of feedback information. If we want students to engage with and utilise the feedback we provide, then what skills do they need, and how do we nurture these skills?
(Excerpt taken from Developing Engagement with Feedback Toolkit (DEFT)
This publication synthesises contemporary thinking in relation to enhancing feedback practices in HE, with a particular emphasis on the affordances that technology may offer in supporting effective approaches in the context of the rst year of study. The document is one of the outputs of the Supporting Transition: Enhancing Feedback in First Year Using Digital Technologies (Y1Feedback) project (http://y1feedback.ie/).
(Excerpt taken from Technology-Enabled Feedbackin the First Year:)