Student feedback should be specific to the work they do, motivate, and build self-esteem.
Outstanding feedback and feedforward should:
Feedback on any summative work would ideally be provided before students embark on a subsequent module, but this is generally not possible where the final submission is of significant volume of assessments at the culmination of a block of study. However, careful thought about assessment formats and timings can go some way to enabling students to have useful feedback and a degree of confidence in their learning and achievement at or near the end of a block. Some possible strategies include:
The use of time constrained assignments and multiple-choice question exams that allow the quick turn-around of marks and feedback
Staging of assessment activity through the block such that students will have gained feedback on essential skills and theoretical knowledge throughout their studies, and the final submission acts as a formal means by which their learning is certified and their achievement is measured. The use of portfolios and weekly worksheets (possibly delivered online) can facilitate this.
The use of peer feedback processes can facilitate the provision of timely feedback on formative assessment, and also enable students to self-evaluate their work in a structured and effective manner.