Feedback to students

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Here we collect examples and materials relevant for enhanching feedback to students. You are welcome to contact us for further information - or contribute with good examples of formative feedback to students.

Feedback in courses and course descriptions

From autumn 2018 it is obligatory at SCIENCE to include a description of feedback forms in the course description. 

Feedback videos with examples from UCPH

A number of feedback videos from UCPH are available at KUnet and at Video.ku.dk.  The serie "Focus on feedback" has been produced as part of the UCPH feedback initiative. They are short videos (2-8 minutes) showing examples of different feedback forms from UCPH. Find the serie of videos at KUnet: Feedback videos (KU-login needed) or below. The headlines link to public version of the video at video.ku.dk.

What is the learning potential of peer feedback? 

In this video (20 minutes) professor Jens Dolin explains and talks about feedback and peerfeedback, the use of formative evaluation, and what the students can benefit from it. Jens Dolin was member of the UCPH "Tasc force for feedback to students".

Peer feedback

With peer feedback, students work both with giving and receiving feedback from each other. The teacher organises and gives criteria for feedback, but does not participate in the actual feedback.

Feedback dialogue sheet - The green sheet

This video shows an example of how formative feedback can be integrated in your teaching. Here, the teacher uses a template – the green sheet – in which the students can retain the lecturer's feedback and their own reflection on the feedback. 

Cluster feedback

With cluster feedback, students are given feedback from you as a teacher, but also provide and receive feedback to and from each other. At the same time, they learn from listening to the feedback given to the others in the cluster. As a supervisor, you are the organiser and feedback resource in the cluster meeting. This video is about cluster feedback in connection with bachelor projects.

Among students, at their own initiative

It is an important element in the students’ learning that they learn to give each other feedback in the course of their studies. As a lecturer, you can help the students by establishing groups and frameworks with advice on how to provide good and useful feedback.

Quizzes before and after class

Quizzes can be used as a tool for students' preparation before classes and to gain knowledge of the learning outcome after a teaching module.

​Student response system in large lectures

Student response systems give the teacher instant feedback on students' learning during the lecture when they answer questions about the academic content using various electronic voting systems.

Dialogue as immediate feedback

With dialogue-based teaching, students are given immediate feedback on their academic understanding. Dialogue-based teaching can also incorporate supporting digital solutions such as Padlet.

Feedback on language

Centre for Internationalisation and Parallel Language Use has developed a new tool for teachers to give constructive feedback on language in students' written assignments across the disciplines. The tool consists of a feedback rubric and a video that shows how to use the rubric.

Other resources and literature

  • Rienecker and Bruun, 2013: Chapterl 4.6.1 Feedback, in University Teaching and Learning, (Rienecker, Jørgensen, Dolin, Ingerslev (eds.) 2013), Samfundslitteratur.
  • Online and blended learning - https://obl.ku.dk/. Search for ”feedback”. UCPH-cases and tools relevant for feedback in teaching
  • Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
  • University of Edinburghs the "Enhancing Feedback" website": http://www.enhancingfeedback.ed.ac.uk/
    Extensive collection of resources, strategies, case examples and ideas for both staff and students
  • AU Educate, ressources on Feedback: https://educate.au.dk/en/focus-areas/feedback/
    Examples, exercises and tools to be used for feedback in teaching.
  • SDU’s Tool for Developing Feedback Activities (VUF): http://sduup.sdu.dk/index.php?page=vuf-en
    Examples on different feedback forms.
  • UNSW Sydney, Website on Assessment and Feedback: https://teaching.unsw.edu.au/assessment
    Toolkit with ideas, guidelines and practical strategies
  • Jan Halborg, Chemistry: Active Learning: Tools and Tips, Peer instruction, flipped Classroom, student response systems: https://sites.google.com/site/jhdou363/
  • Peer feedback med Peergrade: https://www.peergrade.io/getting-started/
    (See also obl.ku.dk on how Peergrade in Absalon: https://obl.ku.dk/ku-absalon/peerfeedback/ )

Why focus on feedback to students? The UCPH Feedback initiative

According to research evidence, formative feedback increases students' learning and efforts. More feedback is also sought after by students at UCPH and is a focus area in the political debate on education.

In 2015 UCPH's management appointed a taskforce for feedback. The feedback initiatives at UCPH build on recommendations in the report from UCPH's Feedback Task Force.