When students complete an assessment, as teachers, we then have an opportunity to respond through our marking and feedback. This is a wonderful chance to do a little more teaching, particularly individualised teaching, through our feedback.

1. Ann Wilson
Senior Academic Developer
Learning and Teaching at Navitas

2. Outline of session
 Why do we provide feedback?
 What are the main challenges with giving useful
feedback?
 How might we address these challenges
 Some new ways forward – what will you do?

3. Some introductions
 Who am I?
 Who is in the room?
 What are your questions about feedback?
 Recording the session

4. What is the purpose of feedback?

5. What is the purpose of feedback?
Confidence Building: Feedback can be used to give encouragement to
students, to help them to strive to further improve their work in the
future
Achievement: give students an idea of how well they have achieved
Performance Improvement: Feedback can be used to provide
individuals with information on how performance improvement can be
implemented, and improvement plans produced.
.

6. More reasons to give feedback
 Identify strengths and weaknesses: To enable the
students to identify their strengths and weaknesses
within the module/task set.
 Correction: Correct errors, and point out to students
information that they might have missed.
 Clarification and accountability: where feedback is
used to demonstrate/clarify how a specific grade was
reached- accountability.

7. navitas-professional.edu.au navitasenglish.com
More reasons to give feedback
 Identify strengths and weaknesses: To enable the
students to identify their strengths and weaknesses
within the module/task set.
 Correction: Correct errors, and point out to students
information that they might have missed.
 Clarification and accountability: where feedback is
used to demonstrate/clarify how a specific grade was
reached- accountability.

8. And some more…
 Student experience: where feedback can be seen to
enhance the quality of student educational experiences
 Feedback to aid intellectual achievement: where
feedback is the assessment of outcomes generated
through undertaking assignments, this is the teaching
opportunity that feedback offers.

9. navitas-professional.edu.au navitasenglish.com
What is the purpose of feedback?
Confidence Building
Achievement
Performance Improvement
Identify strengths and weaknesses
Correction
Clarification
Student experience
Intellectual achievement

10. Seven principles of good feedback
Nicol and McFarlane-Dick

11. Assessment & Evaluation in Higher Education, 2013
Vol. 38, No. 6, 698–712,
http://dx.doi.org/10.1080/02602938.2012.691462

12. Good feedback…
 Facilitates self assessment
 Encourages teacher and peer dialogue
 Clarifies what good performance is
 Provides opportunity to close the gap
 Delivers high quality information
 Encourages positive self esteem
 Provides information to the teacher

13.  What are the main challenges with giving useful
feedback?
 How might we address these challenges?

14. Marking and Feedback: some challenges
The challenges of numbers….
 Individualizing feedback when marking a lot of assessments
 Time to provide feedback

15. The challenge of judgement
 Difficulties in assigning marks to assignments
 Using assessment criteria and rubrics

16. CRITERION A B+ B C REFER/FAIL
Presentation & style
1 Presentation of
assignment
Shows a polished and
imaginative approach to the
topic
Carefully and logically
organised
Shows organisation and
coherence
Shows some attempt to
organise in a logical
manner
Disorganised/
incoherent
2 Clarity of expression
(incl. accuracy,
spelling, grammar,
punctuation
Fluent writing style
appropriate to document.
Grammar and spelling
accurate.
Language fluent
Grammar and spelling
accurate
Language mainly fluent
Grammar and spelling
mainly accurate
Meaning appararent-rent,
but language not always
fluent Grammar and/or
spelling contain errors
Meaning unclear and/or
grammar and/or
spelling contain
frequent errors
3 Communication and
presentation
(appropriate to
discipline)
Can engage effectively in
debate in a professional
manner and produce detailed
and coherent project reports
Can communicate effectively
in a format appropriate to the
discipline and report practical
procedures in a clear and
concise manner with all
relevant information in a
variety of formats
Can communicate
effectively in a format
appropriate to the discipline
and report procedures in a
clear and concise manner
with all relevant
information
Some communication is
effective and in a format
appropriate to the
discipline. Can report
practical procedures in a
structured way
Communication is
unstructured and
unfocused and/or in a
format inappropriate to
the discipline
4 Presentation (visual) Material is imaginatively
presented resulting in clarity
of message and information
Material is carefully
structured with clear message
and visual effect
Material included is
relevant to topic and has
been structured. Visual
aspect of presentation is
limited
Material presented is
relevant but lacks structure
or visual impact
Not all material is
relevant and/or is
presented in a
disorganised manner
5 Presentation (oral) Imaginative presentation of
material resulting in clarity of
message and information
Well structured and
signposted presentation.
Audible and pace appropriate
to audience. Visual aids used
to support the presentation
Clearly structured and
addressed to audience. Pace
and audibility satisfactory.
Visual aids used
Shows some attempt to
structure material for
presentation, pace and
audibility are satisfactory
most of the time
Material is difficult to
understand due to poor
structure and/or pace
and audibility
© Oxford Brookes University

17. The challenge of not being heard
 Dealing with frustration when students don’t take
on board feedback
 Ensuring balance between positive and
constructive feedback

18. The challenge of excellence
 Providing feedback for excellent assessments

19. Think about using some sentence
headers

20. Some other words to use

21. What will you do differently?
 What were the challenges that you identified at the
beginning?
 Have you any thoughts about what you might do
differently?

22. Some resources
 NUS Benchmarking tool for assessment and feedback
 https://www.ucl.ac.uk/teaching-learning/pdfs/NUS-
assessment-and-feedback-benchmarking-tool.pdf
 NUS Charter on assessment and feedback
 https://wiki.ucl.ac.uk/pages/viewpage.action?pageId=
42009080
 UNSW resources on assessment and feedback
 https://teaching.unsw.edu.au/assessment

23. Any further questions?
Thank you for your participation