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Inclusive teaching resources: Develop a Feedback-Rich Environment

This subject guide provides resources, exemplars, and key questions to support staff design, deliver and assess using an inclusive approach.

Finding new ways to give feedback

Technology can assist in providing alternative methods of feedback to your students. Screencast-o-matic is a simple and very easy to use tool that can provide auditory feedback to students; you can also simply use it on your home computer.

Peer Feedback Tuning in, Tuning Up

A scaffolded and structured activity for self and peer reflection and feedback.

Student self-assessment

Introduce your students to TERISSA (Task Evaluation and Reflection Instrument for Student Self Assessment). 

Mindmapping

One study at RMIT demonstrated the power of mind-mapping as a tool in lectures to increase engagement and memory.

http://mams.rmit.edu.au/mc0b2wexcrylz.pdf

Inclusive Teaching & Assessment webpage

Creating a feedback-rich environment

'Feedback is one of the most effective ways
to enhance student learning. 
 
It is an integral part of the teaching process 
and relies on clear goals, and effective instruction,
learning activities and assessment tasks.'
 

Mandy Keinhuis implements an 'interteaching' model with her students; the model is based on students doing pre-reading before class, discussing specific questions related to the readings, and finally providing both self and peer assessment ; see Mandy's story.

For more stories about inclusive teaching approaches go to Snapshots of Inclusive Teaching Practice.

Please provide us with feedback on the Video by clicking here.

 

KEY QUESTIONS: Develop a feedback-rich environment

  • Is there a shared understanding about the purpose of feedback?
  • Does the feedback include positive aspects of the work?
  • Is the focus of the feedback on task achievement rather than student ability?
  • Does the feedback offer specific direction to students on how they can improve?
  • Is the timing of the feedback appropriate?
  • Are students actively involved in designing, giving and receiving feedback? 

Ensuring feedback is positive

A short video on how to give positive feedback to your students using the PIPS method.

Making feedback make a difference

How do we make our students seekers of feedback rather than passive recipients?  Do we give too much feedback too late?  How can we make sure feedback makes a difference to our students? Professor David Boud raises some important considerations around feedback. 

Giving feedback to students

The Rule of 3 ... less is more

Pick out the 3 key areas for development (and 3 points where you can make positive comments!).  This way you can save time, whilst also providing focus and detail to make your feedback meaningful to students.

Getting student feedback

Want to get feedback from your students on your teaching and find out how they're going with the program?

 

Giving constructive feedback - useful links