eLearning package on feedback

How we
are going
to get
there

Throughout this session we will:

Explore the barriers which are preventing
us achieving ‘Outstanding’ feedback.

Consider what makes feedback effective.

Apply our knowledge on constructive
feedback to our own marking.

Task 1 -

• Identify the barriers that prevent you giving effective feedback? 

• Is it knowledge on what effective feedback is? 

• Is it time constraints about teaching meaning it becomes difficult to give detailed feedback?

• Is it fear of negative reactions from managers, parents and students if your feedback highlights too many areas of improvement or seems too negative?

• Are you not aware of the learning outcomes of your course, so cant provide feedback on how activities link to these? 

• Is it large class sizes? 

• Or do you have any alternative reasons if so please highlight these and share them with us and we can work through these together.

​Click here to go to Jamboard.

Once finished return here to continue.

What is effective
feedback:

• Timely

• Specific

• Actionable

• Personalised

• Positive

• Constructive

• Feedforward

• Reflective

• Dialogue

• Aligned to Learning objectives

Timely

• Providing feedback in a timely manner helps students to reflect

on their learning and make necessary adjustments before it's
too late. Aim to provide feedback as soon as possible after an
assignment or assessment has been submitted.

• “Feedback given within one week of an assignment was

perceived as more helpful than feedback given later. The
researchers concluded that timely feedback can help to
promote student engagement and motivation” (Journal of
Higher and further education Carless 2006).

• Please remember timely feedback does not mean next day, you

have a two week window to complete feedback by the college,
prioritise the quality of your marking. In order to allow you to
leave positive feedback remember systems like Mote that will
save you a lot of time and allow more detailed feedback.

Specific

GIVING SPECIFIC FEEDBACK HELPS

STUDENTS TO UNDERSTAND EXACTLY
WHAT THEY NEED TO DO TO IMPROVE.

AVOID VAGUE FEEDBACK LIKE "GOOD JOB"
OR "NEEDS IMPROVEMENT" AND INSTEAD
PROVIDE SPECIFIC COMMENTS ON WHAT
WAS DONE WELL AND WHAT NEEDS TO BE

IMPROVED.

SPECIFIC FEEDBACK IDENTIFIES AREAS
FOR IMPROVEMENT IN THE STUDENT'S
WORK. IT ALSO PROVIDES CONCRETE
SUGGESTIONS FOR HOW THE STUDENT
CAN IMPROVE THEIR ESSAY, SUCH AS
INCLUDING SPECIFIC EXAMPLES AND
REFINING THEIR THESIS STATEMENT.

BY PROVIDING SPECIFIC FEEDBACK, THE

LECTURER CAN HELP THE STUDENT
UNDERSTAND WHAT THEY DID WELL
AND WHAT THEY CAN IMPROVE ON IN
THEIR WORK, WHICH CAN SUPPORT
THEIR LEARNING AND HELP THEM TO

ACHIEVE BETTER GRADES.

Multiple Choice

"Your essay needs improvement. While you've touched on the effects of climate change on biodiversity, there is a lack of specific details and examples to fully support your arguments. Additionally, your thesis statement could benefit from further refinement to more clearly outline the main arguments of your essay. Keep working on it and make sure to incorporate feedback from your previous assignments to strengthen your writing skills."

Do you think this is specific?

• Yes

• No

WHY?

• This is not effective as it lacks specificity because it does not provide concrete suggestions for how to improve the essay. Although it identifies areas of improvement, it does not offer specific examples or advice on how to address these issues. As a result, this feedback may not be as helpful to the student in terms of improving their writing skills and achieving better grades.

Multiple Select

"Your essay provides a good overview of the effects of climate change on biodiversity. However, to improve your essay, I suggest that you focus on providing more specific examples to support your points. For instance, you mention that rising temperatures can cause the extinction of certain species, but you don't provide any specific examples. To strengthen your argument, you could consider including examples of species that are currently threatened by climate change, such as the polar bear. Additionally, I recommend that you revise your introduction to provide a clearer thesis statement that outlines the main arguments of your essay. Overall, your essay shows promise, but there is room for improvement in terms of providing more specific examples and refining your thesis statement."DO you think this is more effective and why?

• YES - It identifies particular areas for improvement in the student's work

• No - This is too wordy the students would loose interest

• YES - It including specific examples

• NO- It lacks the clarity and conciseness of the first example

Which is more effective and why?

• The feedback from the second question is most effective.

because it identifies particular areas for improvement in the student's work. It also provides concrete suggestions for how the student can improve their essay, such as including specific examples and refining their thesis statement. By providing specific feedback, the lecturer is able to help the student understand what they did well and what they can improve on in their work, which can support their learning and help them to achieve better grades.

Actionable and
personalised

• Feedback that provides actionable steps

for improvement helps students to move
forward in their learning. For example, if a
student has made a mistake in a
calculation, provide them with specific
guidance on how to correct it.

• Providing personalised feedback helps

students to feel valued and recognised as
individuals. Address students by name and
refer to specific examples from their work
when providing feedback.

Feedforward

Feedforward feedback focuses on what students can do in the future to improve their work. Rather than dwelling on past mistakes, provide guidance on how to move forward and improve future work. Here are some great examples of sentence starters that can be used to provide some feedforward feedback, these make it easier and quicker to provide effective feedback.

“In the next assignment”

“To improve, next time”

“In your next group project”

Positive

• Positive feedback helps to reinforce good performance

and motivates students to continue working hard. Be sure to recognise and acknowledge when a student has done something well.

Constructive

• Constructive feedback identifies

areas for improvement but is
presented in a way that is
supportive and non-threatening.
Use "I" statements instead of
"you" statements and focus on the
behaviour or action, not the
person.

Open Ended

Activity 3 – You vs I

Below are some examples of ‘you’ statements try to reword these to ‘I’ statements? Like the example below:

Example: You statement: "You are not a good listener." I statement: "I sometimes feel like I am not being heard when I speak. Could you try to be more attentive during our conversations?"

1. "You don't explain your ideas clearly."

2. "You need to work on your time management skills."

3. “You need to be more organised.”

Reflection and dialogue

Feedback that encourages reflection helps students to think critically about their own learning and
identify areas for improvement. Ask questions that encourage self-reflection, such as "what did you
do well?" and "what could you have done differently?"

Feedback that encourages dialogue helps to build a collaborative learning environment. Encourage
students to ask questions and provide their own feedback to each other.

This becomes difficult when using written marking but Mote is a really effective tool for encouraging
reflection and dialogue as it creates a more conversational form of marking increasing the capacity
for open ended, reflective questions as well as promoting a constructive dialogue between lecturer
and student.

Aligned to Learning Outcomes:

Feedback that is aligned to learning

outcomes helps students to
understand how their work is

contributing to their overall learning

goals. Be sure to link feedback to
specific learning outcomes and

provide guidance on how to achieve

them.

Consider one of your own pieces of
marking and feedback: attempt to

apply the information and tools

today to ensure feedback meets the

outstanding criteria for Ofsted.

Multiple Choice

Which of the below is not part of effective feedback?

• Timely

• Actionable

• Critical

• Positive

Fill in the Blank

As part of constructive feedback you should change the focus of the questions from you to .......

Multiple Choice

Which of the below system can save time and encourage dialogue?

• Slido

• Mote

• Kahoot

• Mentimeter

Multiple Select

The EIF highlights feedback should be

• High quality

• Consistent

• Clearly understood by learners

• Complex, using educational terminology

Poll

Which of the aspects of feedback covered today will you attempt to implement in your own work

• Aligned to learning objectives and Timely

• Encourage reflection and dialogue

• Constructive and specific

• Positive and Feedforward

• Actionable and personalised