3. I received useful feedback on my progress​

This ESS question highlights the importance of Assessment and Coordination within the overall DIAgram.

Compared to the SES questions used in past years, the term 'useful' to qualify the sharing of feedback implies more focused consideration for how feedback might support each learner's academic development.

The qualitative descriptors of Great Teaching that align with this question are listed below, as well as some tactics to improve each.

  • Supportive

    Feedback is timely, detailed and personalised to guide student learning.

    Tactics to consider:

    • Timing feedback so it is useful for subsequent tasks/activities.
    • Ensuring each student is receiving feedback tailored to their submission and learning needs.
    • Limiting discrepancies between depth and timing of feedback across subject cohort.
  • Constructive

    Feedback highlights positive aspects of each student’s submission, as well as areas to improve and how improvements might be achieved.

    Tactics to consider:

    • Ensuring tone of verbal or written feedback is balanced and includes ways to improve.
    • Promoting use of constructive language for guest/tutor feedback.
    • Developing a structure for peer-to-peer feedback that guides constructive and useful comments (e.g. 'how to help your classmate to improve their work').
  • Consistent

    When it comes to subject expectations and objectives, students are receiving consistent messages from staff members.

    Tactics to consider:

    • Communicating regularly with teaching colleagues to develop and confirm a consistent understanding of key points.
    • Providing a structure and set of objectives for each tutorial that clarifies the objectives, while leaving room for tutors to personalise their approach.
    • Observing at least one of each tutor’s sessions per semester and providing feedback.
  • Clear

    Subject documentation is straightforward and transparent in terms of information and expectations of students.

    Tactics to consider:

    • Communicating the structure of the subject clearly to students.
    • Acting in line with communicated timeframes and deliverables.
    • Connecting subject documentation to the University and ABP Faculty context.

If you have other tactics relevant for this ESS question, please contact BEL+T to share them!