The literature suggests that students benefit from feedback when they are engaged in the process. Any strategy needs to consider how best to involve students as participants in their learning. Nicol and McFarlane-Dick (2006, p.199) state that “in higher education, formative assessment and feedback should be used to empower students as self-regulated learners”. Lecturer led ‘transmission’ feedback, which provides students with strengths and weaknesses limits opportunities for students to develop their own meaning and understanding (Nicol and McFarlane-Dick, 2006, p.200) , which can impact on their ability to develop academic and reflective skills for the future.  

Nicol and McFarlane-Dick (2006, p. 205) highlight seven principles of good feedback 

“Good feedback practice:  

1. helps clarify what good performance is (goals, criteria, expected standards); 
2. facilitates the development of self-assessment (reflection) in learning; 
3. delivers high quality information to students about their learning; 
4. encourages teacher and peer dialogue around learning; 
5. encourages positive motivational beliefs and self-esteem; 
6. provides opportunities to close the gap between current and desired performance; 
7. provides information to teachers that can be used to help shape teaching”

This form below could be adapted to provide students with a framework for reflecting on their feedback and planning for future assessments.  

References

Nicol, D.J. & Macfarlane-Dick, D. 2006, “Formative assessment and self-regulated learning: a model and seven principles of good feedback practice”, Studies in Higher Education, vol. 31, no. 2, pp. 199-218. 

Race, P. (2017) How to get a good degree, 2nd edition. Open University Press