Feedback and learning

Feedback, where information is provided to a learner, relating to their work, ideas or understanding of a subject area, is a key component of learning.

Feedback and learning theories

A range of learning theories underpin feedback research and practice; From the cognitivist emphasis upon the role of feedback to bring about adjustment and improvement, to the social constructivist view of knowledge construction through exchange and dialogue. 

While feedback is widely recognised as essential for learning, it remains a challenge in higher education with issues reported from the perspectives of both teachers and students. Students may consider that insufficient feedback is provided, perceive feedback as discouraging or simply receive feedback too late for them to adjust their approach. Teaching staff may doubt that the feedback they do provide is given adequate attention and feel they lack the time needed to increase the level of feedback they provide.

Closing the feedback loop

Feedback is only useful when the learner is able to act upon that information. The implementation of feedback as a cyclical system, enables a process of adjustment for both the learner and the teacher, For the student this experience is inseparable from the process of learning, without some sort of feedback or benchmark, self assessment, adjustment and improvement cannot occur. For the teacher also this ‘feedback loop’ enables them to adjust and calibrate their approach to provide specific support to students. 

Useful feedback is usable feedback

For feedback to be useful there needs to be an opportunity for the student to adjust their approach based on the information they have received ​(Boud & Molloy, 2013)​. Students are more likely to engage with feedback and adjust their approach when there is a concrete opportunity that follows soon after the feedback is received. Feedback received in relation to a final assignment for a subject is less useful as there is no directly linked opportunity for them to implement any changes to their approach. 

Feedback loops in learning design

Ideally a subjects assessment structuring enables feedback to be received and utilised as students progress between each assignment. Feedback loops can be implemented within the process of a particular assignment, using segmented components that enable students to check on their progress and make adjustments. Subjects often utilise small, low stakes assessments, such as a weekly quiz, to engage students in regular processes of feedback and reflection.

Feedback loops should also operate across an entire course or program, with feedback received in one subject being usable in subsequent subject(s) in the program of study. This multi subject scale of feedback loops should be a key consideration in the design of both courses and subjects often relating to course level learning outcomes or key industry skills.

Feedback loops through formative tasks

Opportunities for feedback and reflection can also be enabled outside of formal assessments and structured throughout a subject using discussion, peer feedback, practice quizzes and self assessment against well defined criteria. Subsequent resource pages of this collection will focus upon practical approaches that can enable and improve upon feedback in teaching and learning.