The document discusses best practices for providing constructive feedback in educational settings, emphasizing its role in boosting student confidence, identifying strengths and weaknesses, and enhancing the learning experience. It outlines the importance of proper framing, timing, and dialogue in delivering feedback, alongside common challenges such as individualizing responses and ensuring students receive and act on the feedback. A set of rubrics and critical reasoning skills are highlighted as tools to guide effective feedback and support student performance improvement.

1. Building constructive feedback
Ann Wilson, Learning and Teaching at Navitas

2. Agenda
Introductions people and courses
Writing the feedback
• Purpose of feedback
• Framing the feedback - rubrics
Situating the feedback
• Where in the course
• Places for feedback – bedside, ward, laboratory
Talking about the feedback
• With other teachers – comparing practice, building examples
• With students – dialogic feedback, cover sheets, understanding language
and intent use and acknowledge feedback

3. Introductions people and courses

4. Agenda
Writing the feedback
• Purpose of feedback
• Framing the feedback - rubrics

5. What is the purpose of feedback?

6. 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
Performance Improvement: Feedback can be used to provide individuals with information
on how performance improvement can be implemented, and improvement plans produced.
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.
Feedback to aid intellectual achievement: where feedback is the assessment of outcomes
generated through undertaking assignments, students build their intellectual achievement
on the foundations of feedback.
Achievement: give students an idea of how well they have achieved
Clarification and accountability: where feedback is used to demonstrate/clarify how a
specific grade was reached- accountability.
Student experience: where feedback can be seen to enhance the quality of student
educational experiences.

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

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

9. Feedback: challenges
• Individualizing feedback when marking a lot of assessments
• Time to provide feedback
• ?

10. 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

11. Think about using some sentence headers

12. Some other words to use

13. Feedback challenges
• Dealing with frustration when students don’t take
on board feedback
• Ensuring balance between positive and constructive
feedback

14. Situating the feedback
• Where in the course will the feedback apply
• Places for feedback – bedside, ward,
laboratory

15. Assessment strategy
• What are the assessments in the
course/programme?
• How do the assessments fit across
course//programme
• Where are the opportunities for feedforward?

16. Places for feedback
• Ward
• Bedside
• Laboratory

17. Agenda
Talking about the feedback
• With other teachers – comparing practice,
building examples

18. Talking with teachers
• Rubrics
• http://www.schrockguide.net/assessment-
and-rubrics.html

19. Assignment in Engagement Folto
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
11 Use of literature/
evidence of reading
Has developed and justified
using own ideas based on a
wide range of sources which
have been thoroughly
analysed, applied and
discussed
Able to critically appraise
the literature and theory
gained from variety of
sources, developing own
ideas in the process
Clear evidence and
application of readings
relevant to the subject;
uses indicative texts
identified
Literature is presented
uncritically, in a purely
descriptive way and
indicates limitations of
understanding
Either no evidence of
literature being
consulted or irrelevant
to the assignment set
18 Critical reasoning Consistently demonstrates
application of critical analysis
well integrated in the text
Clear application of theory
through critical
analysis/critical thought of
the topic area
Demonstrates application
of theory through critical
analysis of the topic area
Some evidence of critical
thought/critical analysis
and rationale for work
Lacks critical thought
/analysis / reference
to theory
19 Reflection/evaluatio
n
Can critically review evidence
supporting conclusions/
recommendations including
its reliability, validity and
significance and can
investigate contradictory
information/ identify reasons
for contradictions.
Can select appropriate
techniques of evaluation
and can evaluate the
relevance and significance
of data collected.
Can evaluate the reliability
of data using defined
techniques and/or tutor
guidance.
limited and only partially
accurate evaluation of
data using defined
techniques and/or tutor
guidance.
Fails to evaluate or use
techniques of
evaluation, or
evaluations are totally
invalid.
35 Rationale Uses all available data to
evaluate the options. Clear
criteria are applied to
demonstrate reasons for
final
decision/choice/outcome.
Uses data to evaluate
options and selections of
final outcome clearly follows
from evaluation.
Uses data to evaluate
some options and
selection of final outcome
is linked to the evaluation
Presents benefits and
disadvantages of some
potential outcomes but
without providing clarity
on reason for final
outcome/choice.
Little explanation of
how the final
outcome/choice was
made OR no indication
of final
outcome/choice.

20. Using the rubric to generate the feedback

21. Talking with students about feedback
• dialogic feedback – being sure they
understand what we are saying,
• cover sheets – students identify what they
want feedback on
• acknowledge feedback – where they will use it
next
• Knowing it is feedback!

22. Any further questions?
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