Feedback Toolkit (DELFT)

Developing Engagement with and Learning from Feedback Toolkit (DELFT)
Purpose of the proposed group

  • Improve student satisfaction and engagement with assessment feedback by developing feedback literacy skills that students will habitually use to appreciate, make judgements, uphold emotional equilibrium and take action on the feedback that they receive
  • Design a toolkit of activities, resources and practices that academic advisors can use with students to cultivate feedback literacy skills, supported by the use of technology
  • Develop confidence and reassurance in academic staff that the feedback they provide to students will be acted upon and fed-forward into future assessments and ultimately improve student learning
  • Objectives of the proposed group

  • Create a forum in which to identify activities and resources that can form a toolkit which academic advisors can use with students to cultivate feedback literacy skills. The group will seek and gather local successful practice in this area from academic colleagues at Sheffield Hallam to inform these activities and resources
  • Identify pilot areas to evaluate, and develop case studies based on, the impact of these activities, resources and practices on developing student feedback literacy and students’ overall engagement with feedback
  • Offer guidance to module and course teams seeking to re-focus assessment methods and develop feedback cycles that can support the development of student feedback literacy
  • The core objective is maximise student engagement and learning from the feedback that they currently receive; there is no expectation that in developing student feedback literacy that academic staff will be required to increase the amount of feedback from that currently given
  • Group main contacts
    Stuart Hepplestone
    Helen J. Parkin