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Here’s why an ecosystem view can help to conceptualise ways to embed feedback opportunities within your teaching. You might consider adding or adjusting some of these elements to your practice to shape the way you provide feedback.
When teachers are asked about feedback, they typically refer to comments that are given to a student with a graded assignment. When students are asked about feedback, they much more readily refer to various forms of communication they receive outside of graded assignments. This suggests that there is a potential misalignment in values around feedback between staff, university and students. From a teaching point of view it is apparent why this is the case – marked assignments are the bit that ‘counts’. But these tasks do not always provide ample space for movement – there is a lot to do in a limited time when it comes to marking.
However, conceiving of feedback as an ecosystem of interconnected touch points throughout a subject provides more space for change and progress. This rhetoric supports the creation of a feedback rich environment aided by the use of different practices and tools (such as peer feedback, collective feedback, or automated-feedback) wherein students are in contact with more and varied feedback touch points.
Perceiving feedback as an ecosystem allows:
The particular elements that you focus on as you grow your feedback ecosystem are up to you, but below we have a suggested process and the Feedback Strategies section of this collection showcases a range of elements that you might like to target.
Keep in mind that each individual shift has value and some nay be more relevant to your situation than others. While you can embed a variety of feedback improvements through assessment redesign, we understand that this might not be manageable at the current time. For this reaso, there are a range of things suggested here that you can adjust and see effective outcomes without having to undergo more fundamental changes.
We suggest growing your ecosystem through a process of iterative change and evaluation. By making small alterations and taking note of how they work you can progressively find an approach that works for your unique circumstances.
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