Research (e.g. Lizzio and Wilson, 2008; Poulos and Mahony, 2008; Walker, 2009; Weaver, 2006) suggests that written feedback comments should be:
|Is it expressed in a language that students will |
|Selective||Try to include 2/3 things that the student can |
|Specific||Do your comments relate to specific instances in the |
|Timely||Are your comments provided in time to improve the |
|Are your comments framed with reference to the |
unit and the learning outcomes?
|Focused on assessment criteria, marking |
|Balanced||Pointing out the positive as well as areas in need of |
|Do you suggest how students might improve future |
|Are your comments focused on processes, skills, i.e. not |
just on knowledge content?
|Are your comments specific to the student?||Yes/No|
Nicol, D (2010) ‘From monologue to dialogue: improving written feedback processes in mass higher education’ In: Assessment and Evaluation in Higher Education 35:5, pp.501-517
© Matthew Tizzard