This resource has been designed to assist academics in addressing some of the common challenges they face in their teaching. It guides and supports collaborative evaluation of current practices by encouraging individual and peer reflection, with a view to action.
This resource is comprised of three parts: a brief guide; individual reflection; and peer discussion.
A brief guide to giving feedback to students:
Biggs & Tang (2007) claim that feedback “tops the list of … factors leading to good learning” (p. 97). Students should receive individual feedback on their work addressing how it is good and how it can be improved. Formative feedback (during the semester) is an essential part of the learning process.
Good feedback practice:
- facilitates the development of self-assessment (reflection) in learning;
- encourages teacher and peer dialogue around learning;
- helps clarify what good performance is (goals, criteria, expected standards);
- provides opportunities to close the gap between current and desired performance;
- delivers high quality information to students about their learning;
- encourages positive motivational beliefs and self-esteem; and
- provides information to teachers that can be used to help shape their teaching (Nicol & Macfarlane-Dick, 2006).
What does good quality feedback practice look like?
Good quality feedback is: | |
|---|---|
Frequent | Students are given the opportunity to receive feedback on their learning at multiple points through the teaching term. |
Positive | Feedback reinforces and rewards good work by pointing out strengths as well as areas for improvement. |
Intended to guide learning | Students receive guidance about how to improve their work in the future, not just what to improve. It motivates students. |
Focused on the work | Careful phrasing ensures that judgements are not made about students’ capabilities. |
Timely | Students receive feedback soon after their task has been submitted, and well before their next task is due. |
Relevant | Feedback is relevant to the task criteria, and to student learning in the course. It aligns with the course ad program learning outcomes. |
Clear and focused | Students understand the feedback and its application to their work. It is kept focused on a few, important aspects of the work. |
Canvas functionality includes options for automated provision of feedback to students. Learning Technology Support (lts@newcastle.edu.au) can provide guidance on using Canvas to provide automated assessment feedback.
Download the worksheet below on individual reflection and peer discussion of giving feedback to students.
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.