{"id":574,"date":"2019-06-26T09:42:08","date_gmt":"2019-06-26T09:42:08","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=574"},"modified":"2020-10-29T12:52:01","modified_gmt":"2020-10-29T12:52:01","slug":"effective-feedback","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/effective-feedback\/","title":{"rendered":"Effective Feedback"},"content":{"rendered":"<div id=\"pl-574\"  class=\"panel-layout\" ><div id=\"pg-574-0\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-574-0-0\"  class=\"panel-grid-cell\" ><div id=\"panel-574-0-0-0\" class=\"so-panel widget widget_sow-button panel-first-child\" data-index=\"0\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-button so-widget-sow-button-atom-48beb218c338-574\"\n\t\t\t\n\t\t><div class=\"ow-button-base ow-button-align-center\"\n>\n\t\t\t<a\n\t\t\t\t\thref=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/home\/\"\n\t\t\t\t\tclass=\"sowb-button ow-icon-placement-left ow-button-hover\" \t>\n\t\t<span>\n\t\t\t\n\t\t\tCURRICULUM FRAMEWORK HOME\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div><div id=\"panel-574-0-0-1\" class=\"so-panel widget widget_sow-editor\" data-index=\"1\" ><div class=\"panel-widget-style panel-widget-style-for-574-0-0-1\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/engage-in-feedback\/\"><strong>Engage in Feedback<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/why-is-feedback-important\/\"><strong>Why is feedback important?<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=574&amp;preview=true\"><strong>Effective Feedback<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=582&amp;preview=true\"><strong>Feedback on Assessments<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/feed-forward\/\"><strong>Feed-forward<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/engaging-students-with-feedback\/\"><strong>Engaging Students with Feedback<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/evaluating-feedback\/\"><strong>Evaluating Feedback<\/strong><\/a><\/p>\n<\/div>\n<\/div><\/div><\/div><div id=\"panel-574-0-0-2\" class=\"so-panel widget widget_sow-editor panel-last-child\" data-index=\"2\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-side_2r c-blue\">\n<div class=\"pullout-box\">\n<h1>resources<\/h1>\n<p>&nbsp;<\/p>\n<p>Higher Education Academy (HEA). (2016) <a href=\"https:\/\/www.heacademy.ac.uk\/knowledge-hub\/developing-engagement-feedback-toolkit-deft\"><u><strong><em>The Developing Engagement with Feedback Toolkit<\/em><\/strong>\u00a0<\/u><\/a><u>. York: HEA.<\/u><\/p>\n<p>Oxford Brookes University, <a href=\"https:\/\/radar.brookes.ac.uk\/radar\/hierarchy.do?topic=3468b1d5-ec7e-4094-a116-e6b15b4cab8f&amp;page=1\"><strong><u><em>Feedback<\/em> <\/u><\/strong>.<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><div id=\"pgc-574-0-1\"  class=\"panel-grid-cell\" ><div id=\"panel-574-0-1-0\" class=\"so-panel widget widget_sow-editor panel-first-child panel-last-child\" data-index=\"3\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-main_2 c-blue\">\n<div class=\"content-body\">\n<h1>effective\u00a0feedback<\/h1>\n<p>&nbsp;<\/p>\n<p><strong>\"\u2026 feedback needs to be provided to you so you can actually make a change \u2026 if you can't make a change from what's provided then it's useless\"<\/strong><\/p>\n<p align=\"right\"><strong>Student comment reported in Poulos and Mahony (2008, p. 149)<\/strong><\/p>\n<p>Feedback is only effective if it brings about an improvement in student learning, ie it also serves a feed-forward\u00a0role. However, if students do not engage with the feedback then improvement in their learning is unlikely to occur. Thus, effectiveness can be seen as the combination of two drivers; 1) the <em>giving<\/em> feedback (what the lecturer does) and 2) <em>engaging with<\/em> the feedback (what the student does). The following section looks at what the lecturer can do to make feedback effective.<\/p>\n<style>#sp-ea-1918 .spcollapsing { height: 0; overflow: hidden; transition-property: height;transition-duration: 500ms;}#sp-ea-1918.sp-easy-accordion>.sp-ea-single {margin-bottom: 10px; border: 1px solid #e2e2e2; }#sp-ea-1918.sp-easy-accordion>.sp-ea-single>.ea-header a {color: #444;}#sp-ea-1918.sp-easy-accordion>.sp-ea-single>.sp-collapse>.ea-body {background: #fff; color: #444;}#sp-ea-1918.sp-easy-accordion>.sp-ea-single {background: #eee;}#sp-ea-1918.sp-easy-accordion>.sp-ea-single>.ea-header a .ea-expand-icon { float: left; color: #444;font-size: 16px;}<\/style><div id=\"sp_easy_accordion-1778053324\"><div id=\"sp-ea-1918\" class=\"sp-ea-one sp-easy-accordion\" data-ea-active=\"ea-click\" data-ea-mode=\"vertical\" data-preloader=\"\" data-scroll-active-item=\"\" data-offset-to-scroll=\"0\"><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-19180\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse19180\" aria-controls=\"collapse19180\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Effective feedback<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse19180\" data-parent=\"#sp-ea-1918\" role=\"region\" aria-labelledby=\"ea-header-19180\"> <div class=\"ea-body\"><p><strong>Effective Feedback is\u2026<\/strong><\/p><ul><\/p><li><strong>Delivered in an appropriate setting<\/strong><\/li><p><\/p><li><strong>Focussed on performance - not the individual<\/strong><\/li><p><\/p><li><strong>Clear, specific, and based on observed performance<\/strong><\/li><p><\/p><li><strong>Using neutral, non-judgemental language<\/strong><\/li><p><\/p><li><strong>Descriptive rather than evaluative<\/strong><\/li><p><\/p><li><strong>Emphasising positive aspects<\/strong><\/li><p><\/ul><p><strong>From Mandhane et al. (2015)<\/strong><\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-19181\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse19181\" aria-controls=\"collapse19181\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Timely<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse19181\" data-parent=\"#sp-ea-1918\" role=\"region\" aria-labelledby=\"ea-header-19181\"> <div class=\"ea-body\"><p>Students need to receive feedback within 15 working days, whilst the assessment task is still fresh in their mind. Students also need sufficient time to reflect upon and process feedback before embarking on their next assessment.<\/p><p>Winstone and Nash (2016) encourage lecturers to view feedback as a\u00a0<strong>process of dialogue<\/strong>\u00a0with their students. Therefore, sufficient time should be allowed between giving feedback and the next assessment task for dialogue to take place.<\/p><p>Additionally, feedback may also be given when students are engaged in instructional activities - such as during lab sessions or in-class exercises. In such situations, feedback can be given which\u00a0<strong>either affirms<\/strong>\u00a0a student's learning - or it may be\u00a0<strong>a corrective intervention<\/strong>\u00a0which immediately re-aligns the learning process.<\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-19182\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse19182\" aria-controls=\"collapse19182\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Useful<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse19182\" data-parent=\"#sp-ea-1918\" role=\"region\" aria-labelledby=\"ea-header-19182\"> <div class=\"ea-body\"><p>Feedback is useful if it provides students with clear and sufficient\u00a0<strong>guidance<\/strong>\u00a0on how to do better the next time. However, this is only effective when the next assessment is sufficiently similar to allow students to demonstrate that they have reflected on their feedback and improved their performance as a result. Programme-level assessment can ensure that students have sufficient opportunity to translate feedback into better performance.<\/p><p>Poulos and Mahony (2008) found that students see feedback more useful when it is\u00a0<strong>personalised<\/strong>\u00a0rather than simply generic feedback provided to a class\/cohort of students.<\/p><p>Pitt and Norton (2017) and Ferguson (2011) found students expect to receive both\u00a0<strong>positive feedback<\/strong>, to reinforce their areas of strength, as well as the areas in which they can improve.<\/p><\/div><\/div><\/div><div class=\"ea-card sp-ea-single\"><h3 class=\"ea-header\"><a class=\"collapsed\" id=\"ea-header-19183\" role=\"button\" data-sptoggle=\"spcollapse\" data-sptarget=\"#collapse19183\" aria-controls=\"collapse19183\" href=\"#\" aria-expanded=\"false\" tabindex=\"0\"><i aria-hidden=\"true\" role=\"presentation\" class=\"ea-expand-icon eap-icon-ea-expand-plus\"><\/i> Accessible<\/a><\/h3><div class=\"sp-collapse spcollapse spcollapse\" id=\"collapse19183\" data-parent=\"#sp-ea-1918\" role=\"region\" aria-labelledby=\"ea-header-19183\"> <div class=\"ea-body\"><p>Feedback is only effective if students engage with it! Therefore, feedback needs to be accessible in its form, language, and delivery mode. Although the\u00a0<a role=\"link\" href=\"http:\/\/www.reading.ac.uk\/ema\/\"><u>EMA project<\/u><\/a>\u00a0(Electronic Management of Assessment) promotes the practice of online feedback,\u00a0<strong>less formal modes<\/strong>\u00a0of feedback which may be effective (and which may be better suited to formative assessment tasks) include:<\/p><ul><\/p><li>In lectures, after asking students to answer questions, give their views, etc. consider combining this with the use of an electronic voting system.<\/li><p><\/p><li>In tutorials, when students contribute to the discussion.<\/li><p><\/p><li>Through group reflection on feedback received on a formative assessment.<\/li><p><\/p><li>By email or on a discussion board on Blackboard - feedback given to individual students can be collated into a FAQ page on Blackboard to make feedback more efficient. This page could appear on subsequent modules if the feedback remains relevant.<\/li><p><\/p><li>In informal gatherings of tutors with students, or just between students.<\/li><p><\/p><li>Through social media - Twitter, Facebook, etc<\/li><p><\/ul><\/div><\/div><\/div><\/div><\/div><\/div>\n<\/div>\n<div class=\"cl-main_2 c-blue\">\n<div class=\"content-body\">\n<p>&nbsp;<\/p>\n<p><strong>References<\/strong><\/p>\n<p><span style=\"letter-spacing: 0px\">Ferguson P., (2011), <\/span><a style=\"letter-spacing: 0px\" href=\"https:\/\/srhe.tandfonline.com\/doi\/pdf\/10.1080\/02602930903197883\"><u><strong>Student perceptions of quality feedback in teacher education<\/strong><\/u><\/a><span style=\"letter-spacing: 0px\">. <\/span><em style=\"letter-spacing: 0px\">Assessment and Evaluation in Higher Education<\/em><span style=\"letter-spacing: 0px\">, <\/span><strong style=\"letter-spacing: 0px\">36<\/strong><span style=\"letter-spacing: 0px\">: 1. 51-62.<\/span><\/p>\n<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-main_2 c-blue\">\n<div class=\"content-body\">\n<p>Mandhane, M., Ansari, S., Shaikh, T. &amp; Deolekar, S. (2015). <strong><a href=\"https:\/\/www.ejmanager.com\/mnstemps\/93\/93-1432403120.pdf\">Positive Feedback: a tool for quality education in field of medicine<\/a><\/strong>. <em>International Journal of Research in Medical Sciences<\/em>, <strong>3<\/strong>: 8. 1868-1873.<\/p>\n<p>Pitt, E. &amp; Norton, L. (2017).<strong><a href=\"https:\/\/blogs.ncl.ac.uk\/icmresearchfunding\/files\/2018\/01\/Pitt-E-Norton-L-2017.pdf\">Now that's the feedback I want!' Students' reactions to feedback on graded work and what they do with it<\/a><\/strong>. <em>Assessment and Evaluation in Higher Education<\/em>, <strong>42<\/strong>: 4. 499-516.<\/p>\n<p>Poulos, A. &amp; Mahony, M. J. (2008). <strong><a href=\"https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/02602930601127869\">Effectiveness of feedback: the students' perspective <\/a><\/strong>. <em>Assessment &amp; Evaluation in Higher Education<\/em>, <strong>33<\/strong>:2. 143-154.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Engage in Feedback Why is feedback important? Effective Feedback Feedback on Assessments Feed-forward Engaging Students with Feedback Evaluating Feedback resources &nbsp; Higher Education Academy (HEA). (2016) The Developing Engagement with Feedback Toolkit\u00a0. York: HEA. Oxford Brookes University, Feedback . effective\u00a0feedback &nbsp; &#8220;\u2026 feedback needs to be provided to you so you can actually make a [&hellip;]<\/p>\n","protected":false},"author":85,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"acf":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PbcJTb-9g","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/574"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/comments?post=574"}],"version-history":[{"count":0,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/574\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/media?parent=574"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}