The document discusses key ideas for producing effective feedback, including integrating feedback into curriculum design, providing timely feedback within 3 weeks, and making feedback clear, focused, supportive, and inclusive of student diversity. It also addresses the importance of developing students' self-evaluation skills and engagement with feedback through dialogue in order to improve learning outcomes. The overall focus is on establishing a learning-oriented framework where feedback helps students to self-regulate and take agency over their learning.

1. Making Feedback Count
producing good useful feedback
What, Why, How?
Teaching Essentials: https://blogs.shu.ac.uk/teaching/
Course-focused Practice: https://blogs.shu.ac.uk/cfp

2. Feedback is a key opportunity for
motivating and guiding students
- Black and Wiliam 1998; Sadler 2010
Making Feedback Count: Key ideas

3. Making Feedback Count: Key ideas
Integrated
 explicitly integrated into curriculum design
and an outcome of all formative and
summative assessments;
 consistent in terms of the student's
experience of their course.
Sheffield Hallam University’s Feedback Protocols
Good feedback is

4. Making Feedback Count: Key ideas
Timely
 just-in-time in response to formative
assessments;
 normally given within three working weeks
on summative assessments
Sheffield Hallam University’s Feedback Protocols
Good feedback is

5. Making Feedback Count: Key ideas
Clear and Focused
 refers to assessment criteria;
 uses plain English so it is comprehensible
and useful;
 indicates the level of achievement;
 identifies goals for further development
with advice about how to improve.
Sheffield Hallam University’s Feedback Protocols
Good feedback is

6. Making Feedback Count: Key ideas
Sheffield Hallam University’s Feedback Protocols
Good feedback is
Supportive and Inclusive
 appropriate to the assessment level;
 appropriate for the needs of the student;
 recognises student diversity;
 celebrates personal achievements;
 personally enabling and encouraging.

7. Making feedback effective
Making Feedback Count: Key ideas
Feedback relates to assessment criteria which
are derived from the course and module
learning outcomes.
It needs to be,
 Manageable to produce
 Coherent and in an appropriate format
relevant to the assessment activity
 Useful - wanted, easy to access and usable,
and actionable so it is used by every student
 High quality - clear, timely, personal, and
supportive
EAT
make feedback central to the course discourse
 Provide accessible feedback
 Provide early opportunities to act on
feedback
 Prepare students for meaningful dialogue
 Promote development of students’ self-
evaluation skills
Enhancing Assessment Feedback Practice in Higher
Education: The EAT Framework
Carol Evans (2016)
https://blogs.shu.ac.uk/eat/
Quality, not quantity

8. Learning-oriented assessment framework
– David Carless, 2015
Making Feedback Count: Key ideas
Productive Assessment
Task Design
Student Self-
Evaluative Capacities
Student Engagement
with Feedback
Authentic Assessment
 Constructively aligned
 Spreading student effort and promoting
sustained engagement
 Mirroring real-life uses of the discipline
 Integrated and coherent
 Incorporates feedback dialogues
 Supports students in understanding
quality
 Flexibility and choice
 Encourages deep approach to learning
 Programme-based approaches –
cumulative, integrated and coherent
How can you make feedback work for you?

9. Ensuring students engage with feedback – DEFT: a student-student perspective
Making Feedback Count: Key ideas
Explain what feedback is
“any kind of information that someone gives you about your
performance, skills and understanding”
It can come from
• Your tutor, your peers, yourself through reflection, and
anyone who knows you well
Listen to your feedback, act on it, and improve
 What issues is it highlighting?
 What solutions does it propose?
Good grades? – don’t slip
 Why did you do well?
 How can you do even better?
Disappointing grade? Feeling bad?
 It’s about your work, not you. Learn what you can do to improve.
Sample from:
HEA’s Developing
Engagement with
Feedback Toolkit
(DEFT)

10. Making Feedback Count: Key ideas
Feedback creates an opportunity to
develop student self-regulation and
a sense of agency over their learning
Beyond just providing
feedback
“get students to clarify their
understandings of feedback e.g. lack
of knowledge; lack of preparation;
misunderstanding of the process and
/or requirements”
“Students’ understanding of feedback and their
capacity to act on it depends on their beliefs,
motives, and established schema”
Feedback as a locus of learning
Feedback needs to have a dual function:
 meeting students’ immediate assessment needs
 developing the knowledge skills and dispositions they
require beyond the module/ programme as part of
lifelong learning
(see Boud, 2000; Hounsell, 2007).
Evans, C. (2016). Evans Assessment Tool (EAT). University of Southampton
We tend to see feedback in isolation, but it can be so much more

11. Making Feedback Count: Key ideas
Our students told the University’s CAFÉ project feedback should be…
 Consistent in quality across their course…
 …No contradictions or mixed messages in how
assessment and feedback are introduced and
delivered
 Clear… with opportunities for further clarification
 Generally, they want succinct feedback they can take
on board and use
 Generally, they say they want feedforward more than
feedback
 Feedforward needs to be actionable by them.
Is our feedback
practice of a
consistent
quality?

12. Review these questions – over to you
 Do you agree what you mean by 'good quality feedback’?
 Do you all share a sense of what students perceive 'good quality feedback' to
mean? Do you regularly discuss this and refresh your shared understanding?
 How do I get the balance between feedback and feedforward right?
 How do I know what will be useful to a student later?
 How much feedback is enough?
 How do we and can we produce feedback that is both manageable and of a high
quality?
 How can we ensure the feedback we produce is wanted, easy to access and usable,
and used by every student?
Discussion

13. We’ve begun the conversation…
Personally
 What do you take from the discussion and what more would you like to find out or
think about?
Collectively
 How can your course team or subject group make use of these ideas
 What further development would be useful for you?
Your Action Plan