Internal, open access

Common staff views

Marking students’ work can be tedious and disheartening and it can be frustrating when students appear to ignore previously provided feedback. Given the significant constraints on academics' time, the question is how can you effectively balance the demands of teaching preparation, research, administration and providing good quality, timely feedback to students?

Workload issues Large open book

Interviews with University of Reading staff (see below) highlight the variation in the time spent marking work and providing feedback. Within the 'Engage in Feedback' resource there are a number of resources to improve the quality and timeliness of your feedback that take into consideration the multiple demands on staff time. 

Staff interviews

Race1 examined the efficiency of different feedback methods on learning and showed that certain feedback techniques are far more effective than others (PDF - 49KB)

Getting students to engage

Engaging students with feedback is central to their learning. Innovative, novel and interesting assignments and associated feedback methods may help to get students to engage.

References

1. Race, P. and Brown, M. (2007) Making teaching work: 'teaching smarter' in post-compulsory education. SAGE, London.

2. Price, M. (2007) Should we be giving less written feedback? UK Centre for Bioscience Bulletin, 22, Autumn 2008. 9.

3. Gibbs, G. & Habeshaw, T. (1989) Preparing to teach: An introduction to effective teaching in higher education. Technical & Educational Services Ltd. 

4. Shute, V.J. (2008) Focus on Formative FeedbackReview of Educational Research, 78:1. 153-189.

5. Irons, A. (2008) Enhancing learning through formative assessment and feedback. Routledge, Abingdon, UK.

 

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