Month of the Feedback
Feedback is an important part of the educational process. It shows students where they are in the learning process and what they need to improve. Good feedback bridges the gap between the student’s current level of ability and the level they need to achieve. For feedback to be effective, it must be aligned with the course’s learning objectives and it must motivate students to strive for the ability level that is expected of them. With peer feedback, students receive most of their feedback from their classmates.
- Providing feedback is a way to help students achieve their academic goals. That’s why it’s best to provide feedback early – on draft versions of assignments and papers, for example, rather than the final product.
- Providing feedback throughout a course can be very labour-intensive for teachers. Peer feedback solves that problem. It reduces stress on the teacher while at the same time teaching students how to give and receive feedback.
- Using the supported online feedback tools, you can create an effective and efficient feedback process that allows students to share and receive feedback whenever and wherever they like.
Feedback, as the word implies, means to provide value. In education, feedback is a practice that supports and stimulates the process of learning. Effective feedback is, among other things, purposeful and specific in addressing both what is going well and what could be going better. John Hattie and Helen Timperley performed a meta-analysis in 2007 in which they concluded that feedback is one the most impactful aspects of learning. That impact on the learner can be positive or negative. To ensure a positive impact, Hattie and Timperley state, effective feedback must answer three questions: 1. Where am I headed? 2. Where am I now? 3. What is the next step I can take? The answers to those questions are sometimes called feed up, feedback and feed forward, respectively. The goal you’re working towards is important for every next step you take. In education, both givers and receivers of feedback can (and should) ask themselves these three questions. Feedback can be provided by teachers or, just as valuably, by fellow students.
Beside the effectiveness of its contents, there are many factors that influences whether students will make use of the feedback they receive. Those factors include the student or teacher’s characteristics and behaviours and the context within which feedback is provided (Winstone et al., 2017). Students are sometimes incorrectly thought of as passive recipients of advice (Winstone et al., 2017), when they should be actively working through their feedback to make the most of it. There is a challenge here: How do we, as educators, make students actively seek out feedback and work with it, making the whole process of feedback a shared responsibility?
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77,
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017). Supporting learners’ agentic
engagement with feedback: A systematic review and a taxonomy of recipience processes. Educational Psychologist, 52, 17-37.
How can Educate-it help?
TAKE PART IN OUR THEMED ACTIVITIES
Do a workshop
Take the online training course - This online training course is all about the dos and don'ts of using (peer) feedback. You'll learn what (peer) feedback is, how to use it most effectively and what to look out for if you start using (peer) feedback in your course. Go to the training course.
Revisely is an online tool for grading of written assignments.
Pitch2Peer is a online environment in which students can upload pitches.
- Feedbackfruits (Group Member Evaluation, Peer review & Assignment review)
This tool allows you to evaluate group work by having the students give feedback to each other.
Peergrade is an online platform for giving and receiving peer feedback on your assignments .
Talk it through – Discuss your plans with a didactic advisor for targeted advice or a custom solution.
Visit the Academy circle – For some background information on knowledge clips, click on knowledge clips in the circle.
Have you been inspired, but are you mostly interested in what we can offer besides (peer) feedback?
The following workshops are also available:
- Effective Digital Assessment (12-09-2019)
- (Her)ontwerp je onderwijs met blended learning (23-09-2019)
- Workshops Analysing a Remindo assessment (26-09-2019)
Questions? Looking for support? Contact Educate-it.
Is now not a good time? There’s another Month of the Feedback coming in September 2019.
Your fellow teachers share their experience
- Filius, R. M., Kleijn, R. A. M., Uijl, S. G., Prins, F. J., van Rijen, H. V. M., & Grobbee, D. E. (2018c). Strengthening dialogic peer feedback aiming for deep learning in SPOCs. Computers and Education. 125(10), pp. 86-100. http://dx.doi.org/10.1016/j.compedu.2018.06.004
- Filius, R. M., Kleijn, R. A. M., Uijl, S. G., Prins, F. J., van Rijen, H. V. M., & Grobbee, D. E. (2018b). Promoting deep learning through online feedback in SPOCs. Frontline Learning Research. DOI: 10.14786/flr.v6i2.350