Feedback can generally be described "as a process through which students make sense of information from various sources and use it to enhance their work or learning strategies,” (Carless & Boud, 2018, p. 1315).
This definition highlights some key elements of feedback, which are that:
Formative feedback is generally ongoing, often informal, and provided throughout the learning process. It aims to tell learners what they are doing well and what might need improving (Biggs & Tang, 2011). Formative feedback can also help learners develop feedback literacy (see below) as it allows them to reflect on and make judgements about the quality of their work and how to improve it. This future-focussed aspect of feedback is sometimes referred to as ‘feed-forward’. Incorporating formative feedback allows learners to learn and improve before a more formal assessment of their work takes place.
Summative feedback is provided in the context of summative assessment, which usually occurs at the end of a learning period, such as a topic or subject, and is designed to provide a formal judgement of learner performance. Summative feedback is provided against set marking criteria, usually as a rubric.
According to Carless and Boud (2018), student feedback literacy "involves an understanding of that feedback is and how it can be managed effectively; capacities and dispositions to make productive use of feedback; an appreciation of the roles and teachers and themselves in the process,” (p. 316).
Feedback literate learners can:
When designing your subject, it is important to plan multiple opportunities to allow learners to receive, interpret, engage in, and act on feedback conversations. This can include formal, incidental, self or peer feedback. The following examples adapted from the Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach, (Winstone & David Carless, 2020) provide examples of formative and summative feedback, including:
In addition to designing feedback opportunities, academics need to support learners in developing feedback literacy to ensure the learners understand the feedback given and know how to action the feedback to improve their learning.
In providing feedback to learners, you need to:
Adapted from Henderson, M. & Phillips, M. (2014). Technology enhanced feedback on assessment. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA. with additions
Remember, the key elements of effective feedback are:
Here is a suggested structure for how you can put together your final comments to learners on their assessment.
Component | Rationale | Example text for relevant section |
Greeting | Set the scene. | Hi Sandy, well done on submitting your first assessment in this subject. |
Relational work | Acknowledge students' circumstances. | I know this is a busy time for first year students, so I commend you on completing this work. |
Goal statement | Highlight what particular items feedback will focus on. | The primary goal of my comments will be to give you feedback on the key arguments of your case study. |
Evaluative summary | General evaluative statement highlighting strengths and weaknesses before going into specifics. | What I noticed straight away was ... (focus on the key elements that link to the task). |
Textual work | Describe the patterns with one or two examples. | One thing that would improve this work (focus on what needs improving). For example, in your introduction you … |
Comment on substance with emphasis on feedforward | Structure comments on how students can improve and extend their thinking. | Think about what this means in a broader context (comment on the substance of the assessment with emphasis on feedforward). |
Wrap up and invite further communication | Incorporate a personal component and invite a continued conversation with the student on feedback to guide future work. | Congratulations on the work you have done so far. I'm looking forward to what you do next. If you would like to meet to discuss how to improve the work, please don't hesitate to call me. |
[Adapted from Henderson, M. & Phillips, M. (2014). Technology enhanced feedback on assessment. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA.]
Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and evaluation in higher education, 43(8), 1315 - 1325. https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1463354
Henderson, M. & Phillips, M. (2014). Technology enhanced feedback on assessment. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA.
Winstone, N. & Carless, D. (2020). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. Routledge.