1. Flexible Formative Feedback
SALT
Faculty Feedback Consultation
Workshop

2. Flexible Formative Feedback
Faculty Consultation Goals
• Map departmental/disciplinary practice
• Shape project outputs according to need
• Secure staff buy-in to project
• Provide evidence base for strategy

3. Flexible Formative Feedback
Staff perspective:
‘I just got a pile of 120 exam scripts to mark and I have
to get it done in two weeks…’
Issues:
• Time pressure
• Issues of fairness
• Consistency
• Corner-cutting/rushing
• Generic comments
• Learning new technology
• Time in front of a screen
Strategies:
• Perseverance
•
•
•
•
•
•
•
•
Training and support
Proper clerical support
Access to correct tech – e.g. tablets
Openness – information
Alternative forms of feedback – audio?
Email feedback up front
Generic feedback used appropriately
Shared generic feedback as feedforward?

4. Flexible Formative Feedback
Staff perspective:
‘I always give lots of prompt, individualised feedback on
assessed work, but I still get a poor feedback rating on the
module review…’
Issues:
•
•
•
•
•
Legibility of feedback
What do students actually want/need
Usefulness of module review forms?
Disengagement with generic feedback
Grade eclipsing feedback
Strategies:
• Rating feedback after a module?
• Feedback before grade
• Addressing cultures of
expectations
• Using personal tutor to make
connections

5. Flexible Formative Feedback
Staff perspective
‘I give plenty of feedback on exam scripts but the
students never bother to pick them up…’
Issues:
• Summative use only?
• Lazy students
• Low perception of
usefulness
Strategies:
• Delivered via tutors?
• Office hours designed for
specific purpose

6. Flexible Formative Feedback
Challenges
Diverse forms of
Feedback delivery
Weak uptake of
study skills training
Ambiguity of role of
personal tutor
Pressures to adopt
E-feedback
Weak use of feedback
across modules
Making space for
contact time

7. Flexible Formative Feedback
Making an impact
• Storing and managing feedback electronically
• Making use of feedback for action
• Monitoring use of feedback
• Embedding study skills into department culture
• Piggybacking on personal tutorials
• Securing student engagement with feedback

8. Flexible Formative Feedback
Feedback Framework
Feedback
study skills
course
Using…
• Designed for adaptability
to discipline
• Embedded into level 1
Modules
• Delivered via 301 as a
study skills course
Feedback
logbook/
journal
Monitored
via…
• Method for joining up
feedback across modules
• Compiling feedback
• Reflecting on feedback
• Identification of action
points
Personal
tutorials
• Route in via existing
practice
• Joining up elements of
the student journey
• Making a stronger case
for usefulness of
personal tutorials

9. Flexible Formative Feedback
Points for further consideration
• What would a feedback course/module look like? How would it
be delivered? (similar model to Doctoral Training Centre?)
• What platform would be used for a feedback logbook/portfolio?
• How can this be used to encourage good feedback practice from
teaching staff?
• How can this be integrated into employability (i.e. through
HEAR/Sheffield Graduate)?
• Can the process be professionalised – recognised by potential
employers?