Feedback – a how to use it guide based on a Sheffield Hallam University ‘The Ugly Truth of Feedback – Student Views – a student report’ led by Dr Serena Bufton, with Amy Halsall, Nathalie Jellings, Laura Holohan and Sarah Yates, Faculty of Development and Society.
Formative assessment and feedback should be used throughout the programme;
Students should have access to face-to-face feedback for at least the first piece of assessment each academic year;
Receiving feedback should not be exclusive to certain forms of assessment;
Feedback should be timely;
Students should be provided with a variety of assessment methods;
There should be anonymous marking for all summative assessment;
Students should be able to submit assessment electronically;
Students should be supported to critique their own work;
Programme induction should include information on assessment practices and understanding marking criteria;
Students should be given the choice of format for feedback
Helping students make more of their feedback – sets out steps and asks questions, separately for the academic and their students. This visualisation makes it clear about the steps students need to take (Collect > Read > Understand > Use) in order to progress.
The Developing Engagement with Feedback Toolkit (DEFT)
This resource is designed to help academics understand students’ needs and help them develop as reflective learners. It includes a feedback guide, a feedback portfolio, and a feedback workshop template which can be used with students.
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?