Making the Most of Feedback
One of the best ways to learn is by hearing others’ reflections and thoughts on our own understandings. And since feedback is simply any kind of response to the work you do you get feedback all the time in many different forms:
- an academic reacts to a question you raise in class
- another student disagrees with you about the best book on a specific topic
- you discuss your views on a topic with others in a seminar class
- someone praises you for getting to the lab much earlier than them
- a lecturer explains a theorem that lots of students misapplied in an exam
- the comment sheet on your essay asks for development of a specific argument
At university you will get feedback in formal and informal ways; some of it will be given alongside assessment and grade and some of it will relate to unassessed work. You may hear these types of feedback referred to as formative and summative.
For more information on feedback and how to make the most of it, visit the University of Sheffield Feedback Portal. There, you will find student tips on feedback, the University of Sheffield Principles of Feedback and a Feedback Pledge to explain staff expectations around the feedback.
For further information about putting your feedback into practice, read more below:
You’ll notice that many instances of feedback occur frequently in your day-to-day studies, and it’s important to recognise that formal feedback on assessment is just one particularly important and focused instance of this more general learning process.
Formalised feedback is a communication you can potentially learn from, just like all the others, but it is like any genuine communication: it requires a response. You wouldn’t expect to learn from a lecture if you didn’t think about its contents. So you will only make the most of feedback by working to turn it into ideas for future action. Have a look at the Feedback Acton Plan to have a go at working out how to transform your feedback into action. You can reflect on what the feedback you receive tells you about what you have learned, whether you’ve learned the right things in the right way, and how you could better have gone about this learning. For more information on the reflective learning process, visit our Reflective Practice pages.
Sometimes you might want to seek additional clarification to follow up on your feedback and you can do this in a number of ways:
Keeping good records of your feedback is an important part of the process of putting it to good use. Use the University of Sheffield Feedback Portal to log your feedback, rating it for usefulness and pulling out the main learning points to act on next time. You can link to a google file to keep an accurate record of all feedback received during your course.
Remember: feedback is only feedback if it results in action. Use the feedback action planning template to put your feedback into action.
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