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Feedback Examples

The Many Forms of Feedback

Ruth Sutcliffe and Rachel Linfield, tutors from  Carnegie’s School of Childhood and Education discuss their research findings into students’ understanding of what constitutes feedback in this case study.

Case Studies on Effective Feedback

Laura Taylor, from the School of Film, Music and Performing Arts,explains the impact of mandatory, individual feedback sessions.

Kate Grafton from the School of Rehabilitation and Health Sciences, highlights here the positive impact in a professionally accredited Physiotherapy course of swift feedback tailored to different assessment types, consistent feedback expectations across all course modules, giving students choice of how and when they get feedback, feedback that is manageable for tutors with large student cohorts.

Stephen Robson from the Carnegie School of Sport describes here some unexpected benefits of mixing traditional and technology enhanced methods of feedback. The case study explores: how annotating scripts can save time, the flexibility of audio feedback, the importance of a clear, explicit strategy that supports mixed feedback methods.

Marc Fabri from the School of Computing Creative Technologies and Engineering describes here how the BSc in Multimedia Technologies relates feedback to professional practice.
He explores: feedback from tutors, peers and industry professionals, immediate feedback, feedback in a work-related context.

Ian Truelove from the School of Art, Architecture and Design, explains actions taken by the course teams in Fine Art and Graphic Arts and Design to: be explicit in feedback terminology, share ownership and responsibility for the feedback process with students, keep formative and summative feedback records in the same feedback journal, use an eportfolio to create a transcribed record of verbal feedback, encourage the use of mobile devices to update feedback journals.


Edwin Knighton from the School of Landscape Architecture, describes the range of techniques used by the course team to encourage student engagement with feedback.
These include: informal input in a studio setting from a range of people, a 'buddy' system to help create a record of feedback, revising terminology to make the feedback process explicit.

Mark Laurillard from the School of the Built Environment and Engineering describes here how the course team for the BSc Project Management stress to students the engaging, collaborative, continuous dialogues in which they may get feedback. These include group discussions in lectures and other forums, one to one discussions over coffee / by email, comments on formative/draft or summative work. 

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Page last updated: 19/11/2020

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