Feedback on Assessment
Academic feedback plays a crucial role in supporting learning at University and is a key element of the student learning experience. It is provided to students in a variety of different ways and learning situations. Of course, feedback is not just down to academic staff. Students play a vital part in recognising when they are receiving feedback and the various ways feedback is given. It is also important that students know what to do with this feedback once they have received it, and to understand how it can be used to improve performance in future tasks.
The purpose of the resources below is to provide guidance on enhancing feedback. They aim to help staff to take a fresh look at feedback and explore ways in which its provision might be improved and to help students to learn more about the range of feedback they will receive and how to make best use of it.
- Feedback supports and promotes effective learning.
- Feedback is a continuous process.
- Feedback needs to be suited to individual students’ needs.
Cardiff University Regulations and Guidance
- Academic Feedback to Students Policy and Guidance (Approved by Senate October 2015)
- What you can expect from feedback
- Examples of Feedback
- Getting the most from your feedback
Links and Resources
- Assessment and Feedback – HEA
- Enhancing Feedback – Edinburgh University
- ASKe – Oxford Brookes University
- Enhancing Formative Feedback in Large Cohort Modules
- International and UK Master Students’ Perception of Feedback for their Learning Enhancement
- Maximising Learning From Feedback
- Student Experience of Feedback Across Four Cardiff University Schools
- What are student Perceptions on the timeliness of feedback
- What Type of Feedback do Students Value
- Boud,D., & Molloy,E. (2012). Rethinking models of feedback for learning: the challenge of design. Assessment and Evaluation in Higher Education, 1-15
- Hattie J., & Tlimperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 81-112.
- Hounsell D. (2008). The trouble with feedback: new challenges, emerging strategies. Interchange Spring 2008.
- Orsmond P., & Merry S. (2011). Feedback Alignment: Effective and ineffective links between tutors’ and students’ understanding of coursework feedback. Assessment & Evaluation in Higher Education, 125-136.
- PriceM. … [et al.] (2010). Feedback: all that effor, but what is the effect? Assessment & Evaluation in Higher Education, 277-289
Contact for enquiries:
Andy Lloyd (LloydA@cardiff.ac.uk)
Page last updated: 1 August 2013