3. I received useful feedback on my progress​

3. I received useful feedback on my progress​

Overview

Based on student feedback and a series of conversations with ABP subject coordinators, BEL+T has produced a set of Tactics for Useful Feedback. The objective of this process was to identify the characteristics that students attribute to subjects with clear expectations to inform teaching practices. In addition to student commentary, the following guidance includes tactics used by subject coordinators as well as things to consider for their application. Access the PDF version here.

ABP student voices described “useful” feedback as:

  1. Well-Planned - Frequent opportunities for students to engage with feedback – these are timed to relate well to assessment tasks and overall subject design.
  2. Constructive and Supportive - Feedback tone and focus aim at supporting student learning, professional development and wellbeing.
  3. Credible - Feedback draws on multiple credible perspectives and is relevant to the cohort’s diverse expectations for professional futures.

The student quotes included in this guide were generated using artificial intelligence, based on submitted student comments from the ESS survey. These original comments were uploaded to a secure University of Melbourne AI chatbot, which processed and returned similar but anonymised quotes to preserve confidentiality but maintain the focus and intention of the original.  All outputs were reviewed for language and consistency with the original by a member of BEL+T.

Well-Planned

Frequent opportunities for students to engage with feedback – these are timed to relate well to assessment tasks and overall subject design.

Tactic 1 - Scheduling regular synchronous feedback sessions for students, with teaching staff and/or between peers

Examples:
  • Time is allocated in each tutorial for weekly feedback on student progress
  • Prompts provided to suggest how students might apply feedback to forthcoming task(s)
  • Series of small group feedback sessions with rotating membership
  • Optional 'soft' deadlines for submissions,  or mock exams, to offer ungraded feedback
  • Rubrics are used to structure feedback sessions to help prompt self-reflection
Things to consider:
  • Are feedback sessions supported by clear resources and expectations (for both students and tutors)?
  • How frequently are catch-ups with the teaching team needed to share issues raised through feedback sessions across the cohort?
  • Verbal communication in peer feedback may be challenging for students with English as a second language; extra resources may be needed
  • Refer to the MSD Studio Culture Agreement for information about feedback expectations

Tactic 2 - Use platforms/modes that allow students to access feedback asynchronously

Examples:
  • Canvas announcements summarise cohort-wide feedback, emphasising 'things to consider'
  • Discussion boards used as a platform for small-group and/or cohort-wide peer feedback
  • Recorded modes (e.g., screen-casting, audio or Zoom recordings with markups) used for faster turnaround time than written feedback (e.g., at urgent points like just prior to final submission)
Things to consider:
  • Tutor workload and subject budget envelope when setting expectations for feedback mode/quantity, especially for larger student cohorts
  • Notions of what is considered 'feedback' (e.g., verbal versus written) might differ between student cohorts and demand explicit signposting.

Tactic 3 - Ensure feedback provision is received by students in a timely and equitable manner

Examples:
  • Tutor-facing semester outline with feedback windows based on their workload
  • Tutors provided with summary of cohort-wide feedback to inform upcoming small-group or individual feedback sessions
  • Tutors provided with guidance to ensure equity across subject re: amount and appropriate mode(s) of feedback
  • Pre-emptive strategy developed in the event of delays to feedback provision
Things to consider:
  • Timing for feedback so that students can reasonably apply it to subsequent submissions
  • Student diversity to allow sufficient time to interpret and apply formative feedback to final submissions
  • Tutors preferences for feedback mode (e.g., annotations versus summary comments) and set equivalence to ensure equity across different approaches).

Constructive and Supportive

Feedback tone and focus intentionally aimed at supporting student learning, professional development and wellbeing.

Tactic 1 - Encouraging feedback that is focused on helping students identify how to improve, thereby supporting student agency

Examples:
  • Tutors provided with examples of constructive feedback (e.g., with clear and specific language)
  • Tutors encouraged to provide feedback that explicitly refers to marking criteria through examples
  • Briefing of external review panel includes tips for constructive feedback relevant to subject context and moment in semester
  • Review of sample feedback provided through Canvas used to monitor tone across teaching team and raise any potential concerns.
Things to consider:
  • Refer to the MSD Studio Culture Agreement for information about student concerns and staff/faculty responsibility; note avenues for students to raise concerns
  • General statements in formative feedback (e.g., 'Well done!') may heighten expectations of final marks and/or discourage further development
  • Be direct with students if they are at risk of failure, and provide sufficient time and direction for them to achieve a passing mark.

Tactic 2 - Align feedback to reasonable expectations to ensure attainability

Examples:
  • Follow-up meetings with individual students (e.g., after a design review) to discuss feedback and help them set/manage expectations
  • Sample student work shared with cohort to demonstrate attainable expectations
Things to consider:
  • Focussing feedback on the 'big picture' early in semester, then increasingly finer detail; summative feedback might then be framed against long-term/future career guidance.

Tactic 3 - Encouraging consideration of how students are likely to affectively receive feedback in terms of language and non-verbal cues

Examples:
  • Tutor meetings to establish expectations around supportive feedback, examples provided that demonstrate sincere, constructive tone and avoid ambiguous language, etc.
  • Tutors encouraged to use 'empathy check' with students to inform their delivery of feedback
  • Debrief sessions (e.g., peer-to-peer) that offer students dialogic opportunities to reframe feedback.
Things to consider:
  • Balance of supportive/challenging voices across all sources of feedback to promote academic progress and emotional resilience
  • Consider cultural backgrounds of students and how this might impact feedback reception
  • Encourage a culture of 'reading the room' to foster emotional intelligence amongst staff and students.

  • The detailed and thoughtful feedback from my tutor, complete with design inspiration references, was incredibly useful for developing my assignments. Their balanced approach of positive reinforcement and constructive critique really boosted my confidence in my design skills.

    The individual attention and guidance provided by my tutor was really great. She was very positive, constructive and supportive.

    Much of the feedback I received was given at the end of the subject, and was forward-looking. It was helpful, but I really wanted guidance around improving the work that I had already submitted. Guidance on enhancing my current portfolio would be as beneficial as suggestions for future development.

    The feedback from my tutor often felt too critical, to the point of being disheartening. A more balanced approach that also acknowledged strengths would have made me more motivated to try to improve my work.

    Sometimes the feedback was so comprehensive that it became daunting, making it hard to see the way forward. A more focused approach, highlighting the most critical aspects to address first, or a breakdown of the priority of the feedback, would have been helpful.

    Feedback needs to be actionable. I received many comments like "keep working on it", which really did not help move in a direction to improve my work.

  • Ajjawi, R. and Boud, D. (2018). Examining the nature and effects of feedback dialogue. Assessment and Evaluation in Higher Education, 43(7), 1106–19.

    Carless, D. and Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback, Assessment and Evaluation in Higher Education, 43(8), 1315-25.

    Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E. & Mahoney, P. (2019). The usefulness of feedback. Active Learning in Higher Education. Advance online publication.

    Rust, C. & Boud, D. (2015). Engaged feedback: Students’ role in feedback. [video] Teaching Development, University of Wollongong.

    Webster, H. (2007). The analytics of power: Re‐presenting the design jury.Journal of Architectural Education, 60(3), pp.21-27.

Credible

Feedback draws on multiple credible perspectives and is relevant to cohort’s diverse professional futures.

Tactic 1 - Moderate feedback to ensure its relevance to learning and development

Examples:
  • Peer feedback sessions are prefaced by modelling/role-playing activities
  • List of feedback 'dos and dont's' (e.g., ways to ensure breadth/relevance of feedback) provided to teaching team
Things to consider:
  • Flag feedback 'dos and dont's' to students to support peer feedback sessions
  • Training tutors about when/how to 'step in' and redirect harsh feedback from panel members or colleagues, and how to guide appropriate feedback practice for guests/students
  • 'Reading the room' during peer or guest feedback sessions can be more difficult online

Tactic 2 - Encourage authentic feedback, rooted in ‘real world’ and/or industry contexts

Examples:
  • Industry/community partners invited to participate in design of feedback procedures (e.g., by reviewing language in marking rubric)
  • Events organised around formative feedback from practitioners (e.g., student PechaKucha presentations or mock interviews)
  • Selection of guests reflects diversity of student cohort and their potential futures
Things to consider:
  • Industry perspectives from tutors may need to be explicitly highlighted to students to establish credibility
  • Encourage guests to align formative feedback with subject expectations to avoid mixed messages for students, and articulate this connection where necessary

Tactic 3 - Facilitate ‘triangulated’ feedback by inviting feedback from multiple sources (student-led, interdisciplinary guests, other academics, etc.)

Examples:
  • Peer feedback opportunities designed early in assessment task to diversify feedback and broaden student horizons
  • Past students invited to share their challenges, inspirational insights and assessment-related tips as a 'survival video' posted on the Canvas site
  • Commentary provided to students on any major discrepancies between sources of feedback and how they might respond to this
Things to consider:
  • Explaining feedback and marking procedures to students, especially how/when multiple staff are involved (i.e., how feedback informs marking)
  • The most appropriate digital platform(s) for managing multiple sources of feedback (e.g., a Miro board, Speedgrader, etc.)

    • The crit sessions were crucial—they brought diverse viewpoints into our discussions, which was great for refining and diversifying our design and thinking skills.
    • Having senior academics from the faculty provide feedback during our presentations added a layer of depth and credibility that was extremely beneficial.
    • Our teaching team were amazing! They provided consistent support and, not just for our projects but also in shaping our professional outlook and future career paths.
    • The breakout rooms for group feedback were really helpful, offering new insights and ideas from classmates.
    • The cross-pollination sessions introduced us to broader project perspectives and allowed us to benefit from feedback from various tutors, enriching our understanding and approach.
    • Receiving input from a range of professionals, including tutors, practicing architects, engineers, and sustainability consultants, provided a comprehensive view that is crucial for our professional development.

  • Dawson, P., Carless, D., & Lee, P.P.W. (2020). Authentic feedback: supporting learners to engage in disciplinary feedback practices. Assessment and Evaluation in Higher Education, 46(2), 286-96.

    Yeigh, M.J. (2022). Teaching Students to Use Feedback: A Step Toward Deeper Learning. Ed (d)

    Henderson, M., Ryan, T., Boud, D., Dawson, P., Phillips, M., Molloy, E. & Mahoney, P. (2019). The usefulness of feedback. Active Learning in Higher Education, 22(3), 229-43.

    Yeigh, M.J. (2022). Teaching students to use feedback: A step toward deeper learning. Faculty Focus.

    Rust, C. & Boud, D. (2015). Providing effective feedback: What is feedback? [video] Teaching Development, University of Wollongong.