Quality Course Design

Feedback is data or comments provided to students about the difference in the expected level of learning and the actual level of learning displayed in some form of assessment. Feedback that is useful gives students information about this difference, and provides them with strategies to lessen it. The feedback provided from an instructor should result in an eager, engaged, and self-motivated learner, who wants to make every effort to better their performance.

Effective feedback:

• Gives the opportunity to improve performance.
• Reinforces the course goals and objectives.
• Fosters communication about learning between the instructor and the student.  
• Encourages the use of self-assessment.
• Supports positive self-esteem.

Students can become discouraged, and motivation can be decreased, if instructors provide feedback that is too brief, too negative, too difficult to understand, or does not provide enough direction on how to do things differently in order to improve performance.   Effective feedback is:

• Provided frequently.
• Extremely detailed.
• Focused on student performance (not personality or effort).
• Given when students still have the opportunity for improvement.
• Directly related to the goals of the assignment and the pre-determined criteria (rubrics or checklists).

If you want your students to take your feedback and implement it, you need to make sure that you take the student’s work seriously (no matter how poor the quality may be). Establishing a connection to what the student was attempting to do (even if unsuccessfully) is of utmost importance. You’ll also want to give authentic and concrete suggestions for improvement.
Consider these tips when writing feedback:

• Start with something good. Students want to know that they have done at least one thing right. If they see you’ve noted their good work, they’ll be more likely to accept the improvements you’re suggesting.
• Focus on the product, not the person. Give specifics about the level of knowledge the product displays. Don’t judge the student’s attempt or past work. Avoid using absolute phrases such as "You never..." or "You always...".
• Give specific examples for change. Give, in detail, examples of how the student can better their work. This might include showing a student how they can re-write a sentence to better convey their point, or use correct punctuation and grammar.
• Encourage improvement. Instill in the student your belief in their ability to improve. Site specific examples of products or resources that the student can use to assist their improvement.

When writing feedback, ask yourself the following questions.   Did I:

• Provide feedback that would help me if I were the learner?
• Grade only the work (not the student who wrote it or their perceived effort)?
• Provide specific examples for what needs revision and what is well done?
• Communicate using authentic, constructive, and concrete comments?
• Use appropriate and understandable language?
• Focus only on what the pre-determined grading criteria specified?
• Included questions for the student to ask himself, encouraging self-reflection?