Feedback provided to students should be specific to the work they do, encourage positive motivational beliefs and build self-esteem. It should also be dialogic and focus on their learning, timely, facilitate self-assessment and critical reflection, and feed forward, signposting further developmental activities that might improve future achievement or performance. For summative assessment components, marks and feedback should normally be provided to students online within three working weeks of the submission date, and feedback should enable students to comprehend how their overall marks were determined, usually through the use of rubrics in addition to feedback commentary.
Receiving feedback on their progress and development is an essential part of all students’ learning experience and can take a number of forms:
Ideally, we would like to provide students with feedback on any summative work submitted at the culmination of a block of study before they embark on their subsequent study block. Where the final submission is of significant volume, or the student cohort is not small, this is not generally possible. 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: