Working in partnership
Feedback tutorial template
Deirdre Burke: Lecturer
Elora Marston: Study Skills Advisor
University of Wolverhampton
Student use of feedback
Do not read feedback, when read is often misunderstood
Even when read and understood is rarely acted upon
lack of guidance for students on what to do with feedback
No guidance on how to address issues in tutor feedback
lack of clarity on what appropriate work would look like
Gap in perceptions of feedback
Feedback is Sometimes Frequently
helpful in detail (73) (43)
Feedback Never Frequently
prompts (50) (63)
Feedback Sometimes Frequently
improves (72) (49)
Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in
Assessment and Evaluation in Higher Education, Vol.26, No.4, 2001. pp. 307- 318.
How do I find
out what ‘more
Study Skills Advisor
To deal with a range a issues students wanted help with
Help unpick tutor feedback
Suggest further resources or support staff
Be a critical friend
Feedback Tutorial Example
Summary of Learning Needs to be developed:
Your tutor noted that you demonstrated a good understanding of the general topic but that you needed
to develop your planning so that you use the information to answer the set question.
- specific feedback from Tutor We looked at the tutor feedback and comments on the text of
- identified from looking at work your essay to see where you could have used material more
- response to student query explicitly, and also at the importance of cutting out material
that was not relevant.
Hyperlinks: These links will take you to sources that will support your learning:
Please follow guidance below to let us know how these links helped you follow up tutor feedback.
Try this tutorial on Structuring an argument
Feedback from student:
Please <select> these questions and <copy> them:
Does the provision of hyperlink make you more likely to follow up advice? Yes/ No
Did the particular links meet your learning needs? Yes/ No
Please add any comments on this feedback activity:
Then click on the link below and<paste> the questions into the email, fill in your responses and send it
back to the project team.
Guidance about Online tutorial Examples
Introductions: Check out this guidance on Try this tutorial on Writing Explore how Meg introduces
Writing Introductions and introductions her essay and her tutor’s
Conclusions http://www.monash.edu.au/lls/llo comments on why this was a
http://asp.wlv.ac.uk/level5.asp nline/writing/arts/philosophy/2.3. good introduction:
?level5=5556 xml http://www.monash.edu.au/lls/llonline/
Analysis: Check out this guidance on Try this tutorial on Analysing Explore this student’s attempt
Writing critically: historical claims: to analyse the evidence:
http://www.uefap.com/writing http://www.monash.edu.au/lls/llo http://www.monash.edu.au/lls/llonline/
/writfram.htm nline/writing/arts/history/2.2.xml writing/arts/history/3.1.3.xml
Conclusions: Check out this guidance on Try this tutorial on writing Explore this conclusion and the
Writing Introductions and conclusions: advice to make it stronger:
Conclusions http://www.monash.edu.au/lls/llonline/ http://www.monash.edu.au/lls/llonline/
http://asp.wlv.ac.uk/level5.asp writing/arts/sociology/2.2.2.xml writing/arts/history/3.1.3.xml
Academic Check out this guidance on Try this tutorial on academic Renee's Sociology essay
writing the Features of academic writing: illustrates the use of precise
Use of precise writing: http://www.monash.edu.au/lls/llonline/ and accurate language
and accurate http://www.uefap.com/writing writing/arts/sociology/2.3.xml http://www.monash.edu.au/lls/llonline/
language /writfram.htm Try this tutorial on Avoiding writing/arts/sociology/3.1.3.xml
Benefits of template
Clear direction to session
Useful and organized links for skills tutors to refer to
Tangible links and email for follow up by students
Encouraging feedback from students to improve on advice
Students need to take ownership of their work, to accept and
understand tutor comments to align their work against
Formative feedback encourages students to develop their
work to achieve ‘academic literacy’ = writing in the way
required by their discipline
Role of exemplars to help students ‘see’ what is required by
their subject, also seeing other work helps students to be
objective about their own work.
Centre for Excellence in Teaching and Learning:
Critical Interventions for Enhanced Learning (CIEL)
The ASK approach
ATTITUDE: change- to help students rethink their belief in
STRATEGIES (recognition of variety of learning styles and
needs as a starting point): electronic links/ academic study skills
KNOWLEDGE (cognitive and practical):
- Understanding the need to act on feedback.
- Knowing how to act on feedback.
Student Feedback following session
with Study Skills Advisors
1 2 3 4 5 No Response
Handouts 59% 12% 12% 0 2% 15%
Electronic 66% 22% 12% 0 0 0
Survey of January sessions on Walsall Campus
2007- 08 Skills Tutors in Humanities
- Explore role in unpacking tutor feedback
- Helping students prepare for a tutorial
- Providing links to electronic resources
2008- 09 Skills Advisors across University
- Piloting of feedback tutorial template
- Feedback on range of resources
- Contribution of resources to student need
Burke, D. (2007) ‘Getting the most out of feedback:’ in Nutt, D. & Tidd, J. (Eds.) 1st
European FirstYear Experience: Conference April 2006, pp. 36- 49, Teesside, University of
Falchikov, N. ‘Improving Feedback To and From Students,’ in Knight, P. (Ed.) (1995).
Assessment for Learning in Higher Education, London: Kogan Page, pp. 157- 166.
Lea, M.R. & Street, B. (1998) Student Writing in Higher Education: an academic
literacies approach, Studies in Higher Education, 23 (2), 157-172.
MacLellan, E. (2001) Assessment for Learning: the differing perceptions of tutors and
students, Assessment and Evaluation in Higher Education 26(4), 307- 318.
Race, P. (2001) ‘Using feedback to help students to learn’York: Higher Education Academy.
Sommers, N. ‘Responding to Student Writing’ College Composition and Communication, Vol.
33, No. 2., 1982, 148 – 156.
Weaver, M.R. (2006) Do Students value feedback? Student perceptions of tutors’
written response, Assessment and Evaluation in Higher Education, 31(3), 379-394.