The Student-Staff Feedback partnership
Effective feedback relies on a partnership between students and academic staff. Staff aim to provide feedback that is useful and timely. However, students must also engage with this feedback to get any benefit. We expect you to use a SNOB analysis and action plan approach (see below) to help inform your work, and your tutor will be reminding you about this.
Load this to your feedback portal to have a complete record of how you have fed forward with your feedback. Learn from your mistakes. A Word copy of the SNOB analysis and action plan is attached. Get used to filling it in when you get feedback, and take it to your 1 to 1 tutorial meetings. Louise Robson (Director of UG studies)
BMS Turnitin Guides
via Google Slides
Making the most of your Feedback
What is feedback?
Feedback is information and advice that may help you:
- inform the development of current work or improve subsequent work (e.g. highlight areas to develop or change, provide new ideas or different perspectives)
- provide ideas (e.g. help you consider an alternative approach, suggest alternative sources of information, provide insights into “material and methods” or how to interpret results)
- encourage you (e.g. help you see unrecognised merit or potential in your work)
- stimulate independence and develop versatility (e.g. by encouraging you to reflect on your own work, inspire new ideas or help you consider how you work)
In order for feedback to be successful, you need to take the feedback on board and adapt your approach appropriately. Engaging with feedback is an integral part of your learning, development and understanding.
Feed forward – using your feedback to improve your grades
How to use the SNOB (STRENGTHS, NEEDS, OPPORTUNITIES AND BARRIERS) analysis form planner to improve your work and grades. Please read the attached file, which shows a SNOB analysis and action plan (so you can feed forward). Use this type of analysis for all your work to help you identify where you can improve other assessments. Research has shown that students who use this type of analysis tend to do much better in subsequent work.
- SNOB analysis plan (Word doc)
With the new student Feedback Portal you can manage your previous feedback and record new feedback.
- Access the Feedback Portal
What format may feedback appear in?
Feedback comes in many forms. Each one will help you in a different way. It could be:
- advice (“if I were you, I would take this approach because...”)
- guidance (“that part worked well, but next time have you thought about trying ...”)
- direction (“do this...”)
- a grade (“this bit of work received X marks because it met these aspects of the assessment criteria...”)
How might feedback be presented?
Feedback can be presented in a number of different ways:
- written (e.g. ideas and observations, corrections to student assignments)
- verbal (e.g.during or after your presentations, during lectures and tutorials, from lecturers, tutors or peers)
- gestures (e.g. highlighting points, nodding during presentations or discussions)
- graded feedback (both formative (self assessed quizzes) and summative assessments.When you receive a mark for your work always read the description of why grades are awarded in the course handbook)
Who provides feedback?
Feedback comes from a variety of sources, both formal and informal. It can include:
- your tutors (during group and individual tutorials)
- your lecturers (asking questions in lectures and providing on-line formative assessments, during the module tutorial)
- your examiners (grading your examinations)
- your peers (discussion about lectures and associated reading, group work)
- your friends and family (providing a lay-person’s view point)
- your colleagues whom you meet in a voluntary or paid position
- you (self-reflection - which should be on-going, also completing formative assessments and quizzes and assessing whether you could have answered any questions posed in lectures & tutorials)
When is feedback provided?
Feedback is not only provided in formal review or assignment situations, it may be provided on a day-to-day basis:
- by your lecturers and peers asking questions during lectures and practicals
- during tutorials
- in casual discussion
Feedback presented in this way is often more valuable than a written feedback sheet or notated piece of work. This is because this ‘vocal’ form of feedback is instantaneous and therefore you can consider and apply it immediately. In contrast, there will inevitably be a delay in receiving written feedback on coursework or exams.
Why is peer review feedback useful?
Peer review provides you with an opportunity to receive feedback form others working on similar assignments.
Giving feedback to others will help you:
- indicate elements of your own work strategy that you have previously ignored.
- provide new ideas
- clarify your own priorities
- develop your critical analysis skills
- develop your communication skills
- understand the feedback process
Should all feedback be treated the same?
You may get conflicting feedback or opinions that lead in different directions. It is your responsibility to decide what to do with feedback. This will deepen your understanding. Remember that self-assessment is a crucial part of the feedback process.
How should you interpret, understand and apply feedback?
The responsibility to use feedback is yours. You need to decide how best to do this based on the context in which it was given. You need to reflect on the feedback, respond if necessary and ask questions where appropriate. You may need to do extra reading and further research to broaden your understanding.
Make the most of feedback
Feedback can be exceptionally useful, but you need to learn from it so that you do not keep making the same mistakes. If you keep getting the same comments over and over, then you need to change your practice.
You need to:
- prepare your work, check the criteria and make sure your work addresses it. Use your course and module handbooks for details of what is required in assignments
- make sure your work is clear and clearly presented.
- question yourself.
- listen. Take in as much as possible and take notes during lectures/tutorials and other meetings. In group situations, do not just listen to comments directed specifically towards you. Listen to what is said to others and determine whether they are also relevant for you.
- apply any comments given to you or to others to your current and future work
- not repeat the same mistakes (check your previous feedback)