Feedback protocols
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Feedback should be an iterative dialogue process that helps students analyze information, ask questions, and connect new ideas to prior knowledge. It should be integrated into the curriculum, aligned with learning outcomes, given for all assessments in a timely and consistent manner. Feedback should be clear and focused, using plain language to communicate achievement levels and goals for improvement. It should also be supportive, inclusive of student diversity and abilities, and encourage motivation. Students are expected to collect, reflect on, and engage with feedback to improve their work.
Feedback protocols
- 2. DIALOGUE Feedback should enable students to construct meaning by analysing and asking questions about it, discussing it with others and connecting it with their prior knowledge. Effective feedback, therefore, is best understood as an iterative process based on dialogue.
- 3. INTEGRATED • explicitly integrated into curriculum design and review (module and course processes), both formatively and summatively; • constructively aligned with learning outcomes and assessment criteria; • given for all assessed work, both examinations and coursework; • consistent in terms of the student's experience of their course.
- 4. TIMELY • normally given within three working weeks (excluding student vacation periods) of the submission deadline for the assessment; • given in time to inform subsequent and related assessments and exams.
- 5. CLEAR & FOCUSED • • • • • • • • communicated through assessment criteria which are made available at the start of teaching and discussed with students; discussed with students at the start of teaching so that they are aware of the range of feedback opportunities available to them and how they can access this feedback; scheduled so that feedback on assessment is returned according to agreed expectations; given using plain English so that it is comprehensible and useful; clear about the level of the student's achievement in assessments in relation to required standards; clear about the goals for further development and give advice about the steps needed to reach these; presented in the context of the student's original work so that the link between the feedback and the work is clear (e.g. the return of annotated scripts); discussed by students and tutors for clarification as necessary.
- 6. SUPPORTIVE & INCLUSIVE • given in ways that are appropriate to the assessment; • given in ways that are appropriate to the level and needs of the student; • given in ways that recognise student diversity; • used to identify achievements as well as areas for improvement; • enabling and encouraging in order to foster confidence and motivation; • useful to each student even when generic feedback is given; • given so that it makes effective use of technology as appropriate.
- 7. EXPECTATIONS OF STUDENTS Aligned to the Student Charter Students should, • collect, retain and refer back to their feedback to inform subsequent work; • critically reflect on their feedback and seek to improve their performance; • engage with feedback opportunities during their course; • seek clarification of feedback when necessary.