Having binged on the research findings about the process of making feedback effective I have been trying to put some of these findings into practice, always tempered by the fact that most of the research is based on H.E. whereas I work in F.E.
I am grateful to @CarlessDavid for his steady stream of tweets. He goes one step further than many tweeters by adding to the basic tweet a link to a paper or source of information. That helps keep me up-to-date but I still have to adjust any ideas or suggestions to suit the world of F.E.
In recent weeks I have wondered:
- should feedback be written or spoken?
- what is the optimum amount of feedback? Should the tutor limit themselves to just 2 or 3 points?
- is it really possible to turn the feedback process into a dialogue?
- 90% of my feedback is wasted but I don’t know which 90%
- would group feedback be (almost) as effective as individual feedback – and much less time consuming?
- or should all members of a group be able to share each others’ feedback?
- should we give students choice about which mode of feedback they receive?
- how can we ensure that feedback becomes feed forward?
- should students self-assess at the point of submitting work?
- what mechanisms can we use to encourage students to respond to written feedback? (I encourage entries in their reflective journal, for example)
What do you think are the 3 most important elements of an effective feedback process?