This study examines how teacher, peer, and self-feedback influence student learning in an online assessment context. Using a quasi-experimental design with university students, the authors compared how students perceive different feedback types versus how those feedback types actually impact writing improvement.
Feedback is one of the most powerful tools instructors have to support student learning—but only when students actually use it. Research shows that feedback is most effective when it is timely, actionable, and connected to future work, helping students understand not just what went wrong but what to do next.
In this interactive workshop, we’ll explore practical, evidence-based strategies for designing feedback that promotes learning, motivation, and engagement in in-person, online, and competency-based courses.
This study examines a “flipped feedback” model where students engage with feedback before final submission. Students submit a draft, review generic feedback on common errors, self-assess using a rubric, predict their grade, revise the assignment, and request targeted feedback.
Faculty feedback is an essential component of the learning process. Research suggests that the modality of the feedback is most effective when aligned to the task type and learner needs.
Rubrics are handy tools for providing clear expectations and consistent feedback to learners, but students also welcome authentic feedback that sounds like it came from you. You can add your own “voice” through the commenting tool on the rubric in Brightspace or by adding multimedia feedback.
Why wait until the end of the semester to get feedback from your students on the Student Evaluations of Teaching in Blue? With our Facilitated Feedback program, otherwise known as Ongoing Learning Assessment, we can help you understand the student experience in your courses, regardless of modality, with enough time to effect change that can improve learning.