Quality feedback for learning
Feedback is one of the most powerful influences on learning and achievement. The purpose of feedback is to justify to students how their mark or grade was derived, to identify and reward specific qualities in student work, guide students on what steps to take to improve, motivate them to act on their assessment, and to develop their capability to engage in their own learning. The type of feedback, way it is delivered and the language used can have a positive or negative impact, thus making it a crucial component of student learning success.
The following web pages include information, approaches and strategies to support you in understanding the role of feedback in learning, accommodating the range of ways that feedback can be delivered and enabling opportunities to maximise student learning through regular feedback on their progress.
The following information can assist you with implementing the above, and support your ongoing professional development and learning needs:
Quality teaching practices includes the provision of timely, constructive and meaningful feedback on all areas of learning. Do you know the answer to the following?
Feedback and learning
- Are there multiple avenues for providing feedback throughout your course as part of the learning process?
Principles of feedback
- Does the feedback you provide address the principles of feedback?
Types of feedback
- Do you provide formal, informal, formative and summative feedback opportunities?
- Do you support student – peer feedback and student – self feedback opportunities?
Language of feedback
- Are you providing feedback in an accessible language that students can relate too and use?
Quality feedback practices
- Are you providing feedback that is timely, constructive and meaningful?
- Are you utilising the best process or method for maximising student access and engagement with their feedback?
Marking and moderation
- Are you complying with the University policy on moderation processes for marking student assessments?
Technologies to enhance assessment
- Are you using the right technology to enhance the feedback practice for both students and teachers?
The BOLD Learning and Teaching Practices provide clear guidelines to support teaching practices for different delivery/study modes, opportunities for self-assessment and reflection on current teaching practices, and opportunities for collaborative discussion with peers and learning designers to enhance online teaching practices. The minimum course expectations for providing feedback on progress are outlined in Focus Area 05.
View the BOLD Learning and Teaching Practice.
Focus Area 05 | Student progress, assessment and feedback
5.5 Learners are provided with formative feedback regarding their progress
5.10 Grades and feedback are made available to all learners online
CLIPP offers the following professional development opportunities to support teaching staff with better design of assessment tasks and planning of assessment practices:
- BOLD PD Offerings | Resources – View other online resources that support quality assessment.
- BOLD PD Offerings | Central –View online webinars on offer this quarter.
- BOLD PD Offerings | School – View the School specific PD ‘menu’ available. Contact your Associate Dean of Teaching Quality or School CLIPP Learning Designer to see what has been, or can be, organised for delivery
in your School or Discipline.
- Professional Learning Modules – Online | self-paced. View more details on this course.
- Giving valuable feedback (40 min)
- Graduate Certificate in Education (Tertiary Education) – This postgraduate award course is designed to support tertiary teachers deliver quality, contemporary teaching practices in the higher education setting. Modules on assessment include the likes of: Dynamics of assessment, Students as partners, Teachers as partners and Quality assessment practices. View what else the GCETE has to offer.