{"id":207,"date":"2014-09-03T15:17:42","date_gmt":"2014-09-03T15:17:42","guid":{"rendered":"http:\/\/demo.wulty.com\/neosoton\/?page_id=207"},"modified":"2015-09-30T09:53:36","modified_gmt":"2015-09-30T09:53:36","slug":"for-staff","status":"publish","type":"page","link":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/for-staff\/","title":{"rendered":"For staff"},"content":{"rendered":"<p>The following suggestions are proposed\u00a0as potential solutions to the <a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/what-is-it\/\">key issues <\/a>highlighted in the interviews carried out by the Feedback Champions. They\u00a0include examples of best practice identified by University staff and students and reflecting the latest literature on effective feedback in higher education.<\/p>\n<p>The\u00a0supportive feedback culture we encourage you to foster within your practice is based on three main principles, i.e. Education for All, Safe Communication and Active Engagement. Each principle is supported by examples of good practice which are listed below.<\/p>\n<table width=\"100%\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td style=\"color: white\" valign=\"top\" bgcolor=\"#C0C0C0\" width=\"32%;\">\n<h1><span style=\"color: white\">Education for all<\/span><\/h1>\n<p>Educate students and staff about effective feedback, the different ways in which they receive it and their role within it<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" bgcolor=\"#F8F8F8\" width=\"33%\"><em><strong>Explain to students what effective feedback is<\/strong><\/em><\/p>\n<ul>\n<li><strong>Organise<\/strong> departmental induction sessions about feedback and the different ways students can expect to receive it (make sure you refer to the NSS questions about feedback &#8211; prompt, detailed, clarifies what wasn\u2019t understood &#8211; so that students can make the connection)<br \/>\n<em>Find out more<\/em>: e-learning tool for students (tbc)<\/li>\n<li><strong>Refer<\/strong> students to further online resources like the Feedback Champions website, your own department\u2019s website if you have feedback-related content and the library\u2019s feedback resources<br \/>\n<em>Find out more<\/em>: <a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/12\/follow-up-on-feedback-at-the-hartley-library-academic-skills-hub\/\">Follow up feedback with the Hartley Library Academic Skills Hub<\/a><\/li>\n<li><strong>Encourage<\/strong> students to reflect on transferable skills gained from modules and how they can be carried forward to future modules &amp; life opportunities; If it is possible, encourage students to collect exam transcripts as the feedback will be useful to them for future modules<br \/>\n<em>Find out more<\/em>:\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/10\/annotated-exam-transcripts\/\">Annotated Exam Transcripts<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cWritten feedback on formal assignments\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/11\/25\/written-feedback-on-formal-assignments\/\">Written feedback on formal assignments<\/a><\/li>\n<li><strong>Say<\/strong> you are giving feedback when you are giving it: make sure you tell students you are giving them feedback when you are, write it in the subject of your email, include a slide on feedback in your lecture PPT, and write it on the board in the classroom. Make it visible so that students can identify it easily<br \/>\n<em>Find out more<\/em>: tbc<\/li>\n<li><strong>Provide<\/strong> assessment criteria so that students know what they\u2019re aiming for and they can tell what they\u2019re good at. It is also good to show examples which meet your assessment criteria and some which don\u2019t so that they can get familiar with the standards<br \/>\n<em>Find out more<\/em>: tbc<\/li>\n<li><strong>Encourage<\/strong> students to value feedback from everyone in the university learning community, e.g. peers, tutors, mentors, as they are all opportunities to access some kind of feedback and get a new perspective on your work<br \/>\n<em>Find out more<\/em>:\u00a0<a href=\"https:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/10\/diversity-of-feedback-on-placement\/\">Diversity of feedback on placement<\/a>;\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/feedback-from-phd-supervisors\/\">Feedback from PhD supervisors<\/a>;\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/11\/feedback-from-the-research-community\/\">Feedback from the research community<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cFeedback in laboratory sessions, skills sessions and action learning groups\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/feedback-in-laboratory-sessions-skills-sessions-and-action-learning-groups\/\">Feedback in laboratory sessions, skills sessions and action learning groups<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cMix of staff and peer feedback\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/mix-of-staff-and-peer-feedback\/\">Mix of staff and peer feedback<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cPersonal Academic Tutor\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/personal-academic-tutor\/\">Personal Academic Tutor<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cRegular informal and peer feedback in seminars\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/regular-informal-and-peer-feedback-in-seminars\/\">Regular informal and peer feedback in seminars<\/a><\/li>\n<\/ul>\n<p><em><strong>Explain to staff what effective feedback is<\/strong><\/em><\/p>\n<ul>\n<li><strong>Provide<\/strong> informal training (colleagues&#8217; knowledge and expertise) and formal training to new lecturers who join your department (compulsory in some faculties) on how to appropriately give feedback, i.e. it\u00a0should be more than a mark, grade or grade indication, or general phrases such as \u201cGood effort\u201d<br \/>\n<em>Find out more<\/em>:\u00a0<a href=\"https:\/\/www.southampton.ac.uk\/pdu\/\" target=\"_blank\">Check ILIaD for\u00a0PCAP training and short courses on feedback<\/a><\/li>\n<li><strong>Share<\/strong> University\/ Faculty\/ Academic Unit specific feedback policies with students and staff. This is especially important for lecturers coming from a non-teaching background or for postgraduate students marking exams<br \/>\n<em>Find out more<\/em>:\u00a0<a href=\"http:\/\/www.southampton.ac.uk\/assets\/imported\/transforms\/peripheral-block\/UsefulDownloads_Download\/0B41BE15EA3649079BED54BE33347FD3\/Assessment%20Feedback%20to%20Students%20Policy.pdf\">Assessment Feedback to Students Policy<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cConsistency of feedback across lecturers\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/consistency-of-feedback-across-lecturers\/\">Consistency of feedback across lecturers<\/a><\/li>\n<li><strong>Publish<\/strong> assessment schedules at the beginning of each semester (i.e. dates when assessments are set, submitted and dates for results\/feedback)<br \/>\n<em>Find out more<\/em>: tbc<\/li>\n<li><strong>Signpost<\/strong> feedback when feedback is being given to improve students\u2019 knowledge of what feedback is (Pavlov&#8217;s dog)<br \/>\n<em>Find out more<\/em>: tbc<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table width=\"100%\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td style=\"color: white\" valign=\"top\" bgcolor=\"#C0C0C0\" width=\"32%;\">\n<h1><span style=\"color: white\">Safe communication<\/span><\/h1>\n<p>Promote a safe and comfortable environment which nurtures students\u2019 agency and encourages them to engage with staff into a feedback dialogue<\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" bgcolor=\"#F8F8F8\" width=\"33%\"><em><strong>Use a variety of communication channels and methods to encourage different learners to engage in the feedback dialogue in different ways<\/strong><\/em><\/p>\n<ul>\n<li><strong>Advertise<\/strong> all communication channels available to students<br \/>\n<em>Find out more<\/em>:\u00a0e-learning tool for students (tbc);\u00a0<a class=\"row-title\" title=\"Edit \u201cAdditional Workshops\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/additional-workshops\/\">Additional Workshops<\/a>;\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/12\/annotated-coursework-2\/\">Annotated coursework<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cAppointments during office hours\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/appointments-during-office-hours\/\">Appointments with lecturers during office hours<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cEmails\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/emails\/\">Emails<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cFeedback after failed exams\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/feedback-after-failed-exams\/\">Feedback after failed exams<\/a>;\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/11\/informal-on-going-feedback-available-on-request\/\">Informal, on-going feedback available on request<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cPre-assignment surgery\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/08\/28\/pre-assignment-surgery\/\">Pre-assignment surgery<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cPre-assignment Q&amp;A session\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/08\/28\/pre-assignment-qa-session\/\">Pre-assignment Q&amp;A session<\/a><\/li>\n<li><strong>Complement<\/strong> verbal feedback\u00a0with written feedback as it can be hard for international students to take it all in<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cVerbal and written feedback on oral presentations\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/verbal-and-written-feedback-on-oral-presentations\/\">Verbal and written feedback on oral presentations<\/a>;\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/11\/verbal-feedback-during-practical-sessions\/\">Verbal feedback during practical sessions<\/a><\/li>\n<li><strong>Use<\/strong> the \u2018sandwich method\u2019 as it is a good way to deliver feedback as it boosts students\u2019 confidence<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cThe Sandwich Method\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/the-sandwich-method\/\">The Sandwich Method<\/a><\/li>\n<li><strong>Try<\/strong> video and audio feedback as it might encourage students to see feedback as a dialogue in a safe context<br \/>\n<em>Find out more<\/em>: tbc<\/li>\n<li><strong>Give<\/strong> general feedback if one-to-one feedback has not occurred; this can also be re-used for future students, which will save time in the long-run<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cFeedback at the end of the lecture\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/12\/19\/feedback-at-the-end-of-the-lecture\/\">Feedback at the end of the lecture<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cFeedback in lectures\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/12\/19\/feedback-in-lectures-2\/\">Feedback in lectures<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cGeneral feedback after an assignment\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/10\/07\/general-feedback-after-an-assignment\/\">General feedback after an assignment<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cLive Twitter feed in and out of lectures\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/12\/live-twitter-feed-in-lecture\/\">Live Twitter feed in and out of lectures<\/a>;\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/11\/mass-email-with-faqs-and-comment-banks\/\">Mass email with FAQs and Comment Banks<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cOn-going feedback in grammar classes\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/12\/01\/on-going-feedback-in-grammar-classes\/\">On-going feedback in grammar classes<\/a><\/li>\n<li><strong>Use<\/strong> technology and social media (Blackboard forum, social media, quiz, email, etc) as an alternative forum which gives students other opportunities to engage in the feedback dialogue<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cComputer-mediated annotations (E-Assignments)\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/computer-mediated-annotations-e-assignments\/\">Computer-mediated annotations (e.g. E-Assignments, Turnitin)<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cDetailed and personal feedback via online platforms\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/detailed-and-personal-feedback-via-online-platforms\/\">Detailed and personal feedback via online platforms<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cLive Twitter feed in and out of lectures\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/12\/live-twitter-feed-in-lecture\/\">Live Twitter feed in and out of lectures<\/a>;\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/11\/mass-email-with-faqs-and-comment-banks\/\">Mass email with FAQs and Comment Banks<\/a>;\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/quizzes-and-zappers-in-lectures\/\">Quizzes, problem sheets and online tests<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cSocial media platforms and other online forums\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/social-media-platforms-and-other-online-forums\/\">Social media platforms and other online forums<\/a><\/li>\n<li><strong>Use<\/strong> the same system for assessment and feedback across the academic unit to avoid confusing students and enable them to see feedback as an ongoing dialogue between modules<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cComputer-mediated annotations (E-Assignments)\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/computer-mediated-annotations-e-assignments\/\">Computer-mediated annotations (e.g. E-Assignments, Turnitin)<\/a><\/li>\n<li><strong>Schedule<\/strong> feedback throughout modules rather than just after assessments in order to encourage continuous exchange and learning<br \/>\n<em>Find out more<\/em>:\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/10\/01\/formative-assessment-feedback-opportunities\/\">Formative assessment = feedback opportunities<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cTimeliness of written feedback\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/timeliness-of-written-feedback\/\">Timeliness of written feedback<\/a>;<a class=\"row-title\" title=\"Edit \u201cWritten feedback on draft assignments\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/written-feedback-on-draft-assignments\/\">Written feedback on draft assignments<\/a><\/li>\n<li><strong>Encourage<\/strong> students to discuss their feedback with their personal tutor in order to help them to reflect on it and use it for future benefit<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cPersonal Academic Tutor\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/personal-academic-tutor\/\">Personal Academic Tutor<\/a><\/li>\n<\/ul>\n<p><em><strong>Get students to promote a feedback dialogue to each other<\/strong><\/em><\/p>\n<ul>\n<li><strong>Engage<\/strong> with Student Representatives and ask whether they could play a more active role in educating peers about feedback practices and bringing issues to staff prior to module evaluations<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cCourse representatives\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/course-representatives\/\">Course representatives<\/a><\/li>\n<li><strong>Get<\/strong> senior UG, PGT or PGR students to provide context to lower-year modules to help them engage in the feedback dialogue (i.e. why is this assessment important? Why should students care?)<br \/>\n<em>Find out more<\/em>: <a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/contact-us\/\">Book a feedback Champion<\/a><\/li>\n<li><strong>Make the most<\/strong> of student-staff committees and ensure that students report any issues to their student reps and that student reps feedback to their peers after the committee meeting has taken place<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cCourse representatives\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/course-representatives\/\">Course representatives<\/a><\/li>\n<li><strong>Take<\/strong> your student-staff committee online with a tool such as UNITU, which is a software allowing students, course reps and staff to collectively raise, discuss and resolve academic issues all in one place. It helps closing the feedback loop<br \/>\n<em>Find out more<\/em>:\u00a0http:\/\/unitu.co.uk\/<\/li>\n<li><strong>Use <\/strong>peer feedback as a way to put students in the lecturer\u2019s position, thus removing the barriers between staff and students, and encourage them to gradually build their confidence to engage in the feedback dialogue with staff<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cMix of staff and peer feedback\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/mix-of-staff-and-peer-feedback\/\">Mix of staff and peer feedback<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cRegular informal and peer feedback in seminars\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/regular-informal-and-peer-feedback-in-seminars\/\">Regular informal and peer feedback in seminars<\/a><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<table width=\"100%\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td style=\"color: white\" valign=\"top\" bgcolor=\"#C0C0C0\" width=\"32%;\">\n<h1><span style=\"color: white\">Active engagement<\/span><\/h1>\n<p>Encourage students to take control of their learning<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/what-is-it\/#_edn1\" name=\"_ednref1\">[iii]<\/a><a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/what-is-it\/#_edn2\" name=\"_ednref2\">[iv]<\/a> and staff to enable them to do so, so that both can engage in the feedback process and make it more effective<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/what-is-it\/#_edn3\" name=\"_ednref3\">[v]<\/a><\/td>\n<\/tr>\n<tr>\n<td valign=\"top\" bgcolor=\"#F8F8F8\" width=\"33%\"><em><strong>Encourage learners\u2019 autonomy through peer-assessment\/feedback &amp; self-assessment\/feedback<\/strong><\/em><\/p>\n<ul>\n<li><strong>Develop<\/strong> students\u2019 Knowledge and Understanding (K&amp;U) of the standards by using example essays to calibrate peer assessment, getting students to assess their own or their peers\u2019 work and eventually providing the \u2018official\u2019 mark, which students can compare with their own<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cGiving yourself feedback\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/giving-yourself-feedback\/\">Giving yourself feedback<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cMix of staff and peer feedback\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/mix-of-staff-and-peer-feedback\/\">Mix of staff and peer feedback<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cRegular informal and peer feedback in seminars\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/regular-informal-and-peer-feedback-in-seminars\/\">Regular informal and peer feedback in seminars<\/a><\/li>\n<li><strong>Encourage<\/strong> group presentations followed by class discussions where students give feedback on their peer\u2019s presentations. Public feedback can have greater impact than when received on your own as it gives students a \u2018sense of ownership and pride in their work\u2019<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cPeer feedback on presentations and other assessments during class\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/peer-feedback-on-presentations-and-other-assessments-during-class\/\">Peer feedback on presentations and other assessments during class<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cVerbal and written feedback on oral presentations\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/verbal-and-written-feedback-on-oral-presentations\/\">Verbal and written feedback on oral presentations<\/a><\/li>\n<li><strong>Try<\/strong> \u2018Appraisal\u2019 type marking to develop students\u2019 self-assessment skills:<br \/>\na. Student marks where they think they are<br \/>\nb. Lecturer grades them as to where they \u2018actually\u2019 are<br \/>\nc. Feedback focuses on areas where there is the greatest gap<br \/>\n<em>Find out more<\/em>: tbc<\/li>\n<li><strong>Facilitate<\/strong> a constructive culture of peer feedback by encouraging anything from discussing work in class to commenting on others&#8217; work or creating a module or course-related Facebook group or Twitter hashtag<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cRegular informal and peer feedback in seminars\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/regular-informal-and-peer-feedback-in-seminars\/\">Regular informal and peer feedback in seminars<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cSocial media platforms and other online forums\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/social-media-platforms-and-other-online-forums\/\">Social media platforms and other online forums<\/a><\/li>\n<li><strong>Be aware<\/strong> that students need educating on giving feedback to peers as well as to staff. It is important to guide peer feedback at first in order to facilitate constructive peer feedback and foster transferrable skills<br \/>\n<em>Find out more<\/em>: tbc<\/li>\n<\/ul>\n<p><strong><em>Develop learner autonomy by encouraging students to keep track of their feedback<\/em><\/strong><\/p>\n<ul>\n<li><strong>Encourage<\/strong> learner autonomy by encouraging students to collect marked assignments so that they can see their feedback and take it on board for future work<br \/>\n<em>Find out more<\/em>:\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/10\/annotated-exam-transcripts\/\">Annotated Exam Transcripts<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cWritten feedback on formal assignments\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/11\/25\/written-feedback-on-formal-assignments\/\">Written feedback on formal assignments<\/a><\/li>\n<li><strong>Encourage<\/strong> students to create an online resource, i.e. a &#8216;feedback portfolio&#8217; where all the feedback students get throughout their course is stored and they can refer to it at any time. It can store feedback from all aspects, e.g. assessments, essays, or group work, and should include feedback on content but also on transferrable skills. Electronic feedback makes it easier, either via an assessment software, e.g. e-Assignment, or Word Tracked Changes<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cComputer-mediated annotations (E-Assignments)\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/16\/computer-mediated-annotations-e-assignments\/\">Computer-mediated annotations (e.g. E-Assignments, Turnitin)<\/a>;\u00a0<a class=\"row-title\" title=\"Edit \u201cMark Sheets\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/12\/01\/mark-sheets\/\">Mark Sheets<\/a>;\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/03\/11\/using-spreadsheets-to-keep-track-of-students-feedback\/\">Using spreadsheets to keep track of students\u2019 feedback<\/a><\/li>\n<li><strong>Ask<\/strong> students to list on the cover sheet of an assignment 3 items they would like feedback on and give detailed feedback only on this. This forces them to make the link between assignments (within the same module or not) and take responsibility for their work<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cMark Sheets\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/12\/01\/mark-sheets\/\">Mark Sheets<\/a><\/li>\n<li><strong>Ask<\/strong> students to explain on the cover sheet what they have done to improve on previous feedback<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cMark Sheets\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/12\/01\/mark-sheets\/\">Mark Sheets<\/a><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>Assessment for learning<\/h1>\n<p>A supportive feedback culture also encourages an assessment approach based on Assessment for Learning (AfL), which the following examples of assessment practices are based on:<\/p>\n<p><strong>Engage with formative assessment to improve students\u2019 learning and enable them to become independent learners<\/strong><\/p>\n<ul>\n<li>Consider fewer summative assessments to allow for more feedback-rich formative work<\/li>\n<li>Recognise the importance of feedback on formative work (not counting or lightly weighted towards final grade) within the learning process. To achieve this, formative assessments should follow the same format as summative ones<br \/>\n<em>Find out more<\/em>:\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2014\/10\/01\/formative-assessment-feedback-opportunities\/\">Formative assessment = feedback opportunities<\/a><\/li>\n<li>Consider 2-stage assessment:\n<ul>\n<li>Stage 1: feedback, no mark<\/li>\n<li>Stage 2: mark, no feedback = students work on feedback to improve mark<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Link assessments to encourage students to use feedback from one assignment to the next<\/strong><\/p>\n<ul>\n<li>Consider redesigning the sequence of assignments and introduce linked assessment (assignment 1 feeds into 2 which feeds into 3 and then assignment 4 pulls them all together) so that there is continuity between modules &amp; assessments, i.e. have formative assessments that are relevant to future assessments:\n<ul>\n<li>Feedback works better in linked assessment (feedback helps students to tackle their next piece of work)<\/li>\n<li>Feedback works less effectively in \u2018one cycle\u2019 assignments (a single essay with nothing linked to it before or afterwards &#8211; students may not care about the feedback as they won\u2019t do the same assignment again)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p><strong>Linked assessment assumes prompt feedback, which engages students while it is still fresh in their mind<\/strong><\/p>\n<ul>\n<li>Feedback needs to be delivered quickly to benefit learning. Although the University policy is 4 weeks for assessments and 6 weeks for exams, ideally, some kind of feedback should be given to students within a week, even if it is only general feedback. This will be very effective as students\u2019 work will still be fresh in their minds. Individual detailed feedback can be given later (within 4 to 6 weeks).<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cTimeliness of written feedback\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/timeliness-of-written-feedback\/\">Timeliness of written feedback<\/a><\/li>\n<li>Quick feedback (within 1 week) is better late and perfect as it has a bigger impact on students\u2019 learning . It can be achieved by:\n<ul>\n<li>Giving model answers straight after an assignment<\/li>\n<li>Summarising good and bad points from a few assignments and discussing them in your next lecture<\/li>\n<li>Giving general feedback to the class to target common issues quickly and then give students the option of coming to see you for more detailed feedback, which addresses specific areas for improvement. This also encourages students to take control of their learning as it is their responsibility to seek more feedback<\/li>\n<\/ul>\n<\/li>\n<li>Interactive learning technologies, e.g. zappers, quizzes, can be used to provide instant feedback and engage students with it in real time<br \/>\n<em>Find out more<\/em>:\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/quizzes-and-zappers-in-lectures\/\">Quizzes, problem sheets and online tests<\/a><\/li>\n<\/ul>\n<h1>Evaluation of feedback<\/h1>\n<p>For this culture to remain active and adapted to the needs of its members, it needs to be reviewed and evaluated regularly. In order to do so, you can:<\/p>\n<ul>\n<li>Use mid-term evaluation to get feedback from students at a time when it is still possible to make changes to the module that will benefit students (take the opportunity to ask them whether they are satisfied with the feedback they are receiving)<br \/>\n<em>Find out more<\/em>: <a href=\"https:\/\/www.susu.org\/\">SUSU <\/a>is currently preparing a generic mid-term evaluation form that will be circulated to all lecturers<\/li>\n<li>Make the most of student-staff committees by encouraging students to share concerns with their course reps and by encouraging course reps to feed back to students so that they can see that their concerns has been dealt with in some ways<br \/>\n<em>Find out more<\/em>:\u00a0<a class=\"row-title\" title=\"Edit \u201cCourse representatives\u201d\" href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/2015\/02\/10\/course-representatives\/\">Course representatives<\/a><\/li>\n<li>Encourage all students to take part in the NSS so that the Academic Unit gets a truer reflection of what all students think, not just some of them<br \/>\n<em>Find out more<\/em>:\u00a0<a href=\"http:\/\/www.thestudentsurvey.com\/\">www.thestudentsurvey.com<\/a><\/li>\n<\/ul>\n<p>Check the the <a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/resources\/\">Resources<\/a>\u00a0section for more examples of good practice, videos, tools and references.<\/p>\n<p>\/\/ <\/p>\n","protected":false},"excerpt":{"rendered":"<p>The following suggestions are proposed\u00a0as potential solutions to the key issues highlighted in the interviews carried out by the Feedback Champions. They\u00a0include examples of best practice identified by University staff and students and reflecting the latest literature on effective feedback in higher education. The\u00a0supportive feedback culture we encourage you to foster within your practice is [&hellip;]<\/p>\n","protected":false},"author":73378,"featured_media":583,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-207","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/pages\/207","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/users\/73378"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/comments?post=207"}],"version-history":[{"count":111,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/pages\/207\/revisions"}],"predecessor-version":[{"id":1175,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/pages\/207\/revisions\/1175"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/media\/583"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/media?parent=207"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}