Feedback boosts the quality of student learning. Teachers play a key role in regularly giving students an idea of the gaps in their learning which need to be filled.
This does not mean that all feedback should go directly from the teacher to the student but that the teacher must play a pivotal role in facilitating the framework for such feedback.
In dialogue with students and program directors, CBS has devised ten suggestions that teachers – both internal and external – can use in their daily work to enhance the impact of their teaching.
Feedback - Inspiration for Teachers
From teacher to student
Office hours for feedback
■ Office hours provide an excellent opportunity for student feedback – both during the semester and at exam time. Teachers are welcome to pool office hours to allow more availability, for example, to offer Q&A sessions for an entire class.
Regular short assignments
■ Giving one or more short assignments during the semester will allow students to get needed feedback. The assignment can, for instance, be a mandatory requirement. Feedback can then be given to the entire class, with good examples and typical mistakes highlighted for an entire set of assignments. A simple solution is to return corrected assignments, with notes, to allow students to learn from their mistakes and misunderstandings.
Digital feedback on digital exams
■ The new digital exam platform provides an excellent opportunity to add comments to students’ exams. This is important to students because they get a broad indication of what worked and what did not work as well. This level of knowledge is key for their understanding of a subject and for their continued studies.
Class feedback sessions after exams
■ Students do not necessarily always need one-on-one feedback. It may make sense to provide feedback to students as a group because they often make the same types of errors on certain exercises or assignments. Use the opportunity for collective feedback – especially when teaching large classes.
Student to student
■ For large written assignments, teachers can facilitate peer feedback among students. This can be accomplished, for example, using a peer assessment module, during which students are given other students’ assignments to review. Another option is a conference class, where students are divided into small groups to give each other feedback on presentations. Including former students can also be an advantageous option.
■ Provide oral practice tests for students to answer questions in front of the class. This offers an opportunity for the students to give each other feedback and gain knowledge about what types of questions there will be on the exam. This method can also simultaneously let the teacher know if it is necessary to review difficult material.
Reflections on learning
Feedback templates as a tool
■ The teacher can provide a rubric template with comments for feedback on written assignments or oral presentations. Rubrics either clarify the requirements of written assignments or can be combined with grading to allow students to use the highlighted feedback to consider the underlying assessment criteria.
Activating teaching and reflections on learning
■ Use quizzes, multiple choice tests or clickers in class to give students a better overview of whether they are following the expected learning curve. Students benefit greatly from knowing whether there are topics they need to study more or whether there are types of exercises they need to practice more.
Tutorials as a guide
■ Use general tutorials that review typical challenges, including everything from studying techniques and typical misunderstandings in the syllabus to specific methods of analysis and rules for completing assignments.
Logbooks to assess academic progress
■ Students often experience periods where they feel they are at a standstill, even though this is not really the case. Use this as an opportunity to establish learning logbooks to support students’ understanding of their academic progress. Allow time for students to present their reflections on their learning during class
Last updated by: Annemette Kjærgaard 03/08/2016