Feedback to the Future

Abstract

‘Assessment and feedback’ are the experiences with which students report least satisfaction in the National Student Survey. University tutors are keen to find methods of delivering good feedback which helps students to learn; however, with increased workload pressures, as well as a need to engage students, improvements must be efficient as well as effective. Hulme and Forshaw (2009; and in preparation) took a social constructivist approach to understand feedback better from both the student and tutor perspective, and found perceived obstacles to the feedback process, which informed recommendations for future practice. An alternative method of feedback return, following the proposed recommendations and facilitated by whole-group tutor support and guidance, was trialled across three successive cohorts studying a biological psychology module (second undergraduate year). Students consistently rated feedback as better than that received in other modules, and intended to continue to self-improve using feedback. Tutors reported that this method allowed them to personalise feedback, whilst being efficient to deliver. Statistical analysis revealed that participating in guided reflection was associated with significantly better performance in a later examination, and also demonstrated the value of early formative assessment opportunities for overall student achievement. This model of feedback delivery and facilitated reflection has the potential to support diverse students and to enhance students' satisfaction and learning gain from feedback, without unduly increasing tutor workload.