The Feedback Record - Get it, Log it, Use it!

The issue of storing or recoding feedback for use across modules emerged as one of the key themes of the Flexible Formative Feedback Project. While some departments provide support and resources to students to help them reflect on their feedback and apply it to future assignments, the project team felt that a more consistent and joined up way to record, reflect on and refer back to feedback was needed to support student learning across modules. 37% of our student respondents keep or file their feedback in some way, although many of those students conceded that they rarely refer back to it in the future. 

'I write it down, but mostly cannot take anything from it, especially from exam scripts because it tends to be very vague and not helpful for the future.’ (BMS, level 3)

‘I try to extract the useful bit, that is, specifically what to do to improve for next time: so, what I did wrong, how it was wrong, and how to do it right.’ (Aerospace, level 4) 

‘I read it to see what it says, but generally don't do much beyond that as my module is over and I will be tested on a totally different area.’ (English, PGT) 

‘When we receive group feedback it is usually difficult to transfer and apply into other areas of work.’ (Architecture, level 1) 

'I usually file it away. I would like to think I act upon it but usually I do not.’ (Medicine, level 3)

Explore our Feedback Portal and have a go at logging your feedback in the Feedback Record, a new online tool for reflecting on, recording, rating and referring back to feedback over the course of a university degree. Please let us know if you have any thoughts or comments on how to develop and improve the resources.

What is a 'feedback pledge'?

A feedback pledge is a way to ensure integrity and authenticity in feedback. If assessment and feedback can represent a kind of coded message, then students need to be provided with the correct tools to crack it.The pledge is a way to transform feedback into an open and transparent process of intellectual engagement. It is also something to refer back to when faced with an intimidating pile of student assessments. This is my feedback pledge, what would yours look like?

1. I will be honest and direct in my criticism
By criticising some aspects of your work I am engaging you, as sophisticated learners, in a dialogue on academic standards. I will not flinch from criticism, but I will anchor it, where possible, to constructive, formative advice.

2. I will not offer praise lightly
My feedback will not include empty compliments or platitudes. When I do offer praise on some aspect of your work, it is because it achieves a high standard that would be worth replicating in future assignments.

3. My feedback is based on informed opinion
Although I am by some measures an ‘expert’ in the field, my knowledge is by no means exhaustive and my opinion is but one of many perspectives on the subject. I welcome challenges to my opinion so long as they are well-argued and substantiated.

4. My feedback will be forward-looking and action-oriented
Although I may correct occasional factual errors, I will direct my feedback towards aspects of the writing, analysis and critical thinking processes that can be applied to future assignments and learning.

5. My feedback will be enquiry-led
I will frame my feedback around questions for further enquiry and provide guidance, wherever possible, towards sources and strategies for consideration. In many cases the questions will have no answer, but should act as cues for further reading, research and dialogue.

6. I encourage you to respond to my feedback
Although your feedback may seem like an end point, it should be treated as the starting point of a process of interpretation, use and, if necessary, dialogue. If you would like clarification or further advice, please ask!

Not sure what to do with your feedback? Here are our students' top tips!

Keep an open mind!

• Don't be offended if someone disagrees or picks at what you have done as it will enable to produce better work in the future. 
•  Use it as a guide in future work to improve your writing style and content rather than just viewing it as criticism. 
• DON'T BE TOO PROUD.
• Really look through it properly, take it as constructive criticism and not just criticism :) because at the end of the day we're all still developing and learning.
• Don't take it to heart, constructive criticism is the key in any research - you won't always be correct but you can learn from your mistakes.
• Depends on the feedback but I'd say don't be put off if you only get negative feedback as some markers only focus on what could be improved, rather than giving encouragement.
• Expect the worst and you may be pleasantly surprised!

 Don’t be too focused on grade alone!

• You might be tempted to skip straight to the mark at the end of the report, but make sure you understand why you got that mark. Did you do everything that was within your ability and if not, why? Try to be self-critical as well as receiving criticism from your tutors.
• Don't just look at the grade! And discuss any feedback points so you are sure what the tutor means

Make sure you know what’s on offer

• Make the most of feedback you get in first year because you don't get many opportunities after that!
• Make the most of all opportunities and use office hours if you have questions: most staff are very approachable and if you don't ask you'll just continue to worry!
• Go to office hours. They're very useful and you can ask questions about problems which may or may not have been homework questions.
• Use the 301 service and see an essay tutor, look online for advice offered by other departments and universities.
• Book slots early for feedback sessions as they can get booked up quickly.

Seek out other forms of feedback

• Get your friends to look at your work if the department are not supporting you. It's not a substitute but it is better than nothing.
• Peer feedback is often useful in terms of your own work and peers to understand different ways of answering a question.
• I usually discuss it with my parents.
• Get as much variety as possible, such as from teachers and other students.
• Take any feedback going as all types of feedback are useful and you can learn from even the smallest of things.
• Make the most of positive points, seeking help from peers that may have done well in an aspect you need to improve on. 

 Don’t be afraid to seek further advice…

• If you don't understand the feedback go and ask!
• If you do not get feedback or not enough detailed feedback, just ask your tutor. In most cases, they will be happy to go through your work with you to point you in the right direction and to show where you lost marks.
• If you are unsure about what something means, then it is best to clarify it with your tutor to make sure you're getting it right the second time.
• Always take into account what your tutors say, they are highly experienced and knowledgeable, and know what you need to do to pass each module and the course.
• If you have questions, ask them. If you don't find your feedback useful, say so.
• If you don't understand the feedback and still have some queries keep asking until you are satisfied and have a good understanding of the answer!
• Pester your tutors, supervisors, other academics for feedback. Meet with them. It doesn't even need to be those teaching you or your module but still in your dept. Any will help!
• Ask for more detail on how to turn criticism into positive change in your next essay.

…but make sure you prepare for meetings!

• Definitely try and seek all the help you can get from your tutors. Try and have as much done before you seek feedback because it will be more effective.
• Face to face is the way forward. Don't waste time with general questions. Tutors are far more enthusiastic about helping students they can see they have already pondered things in depth themselves.

 Keep a record of your feedback

• Write it down, make sure you understand the reasons behind it, and act on it.
• Really reading it helps, especially if its personal feedback to you. I sometimes write a few bullet points in pencil at the top of my work of previous feedback so i can keep in my mind what needs to be improved.
• Keep going back to previous pieces of feedback when writing the next piece of work, so as to learn properly from mistakes made.
• Collate a file of feedback which can be applied to future assignments and look over this on a regular basis.
• Go back to feedback before and after writing your next assignment (before submitting it) to ensure mistakes have not been repeated.
• Read it before starting a new assignment to have fresh in your mind what not to do and how to improve.
• Revisit the feedback along with the piece of work submitted a few weeks after first receiving it, as I find this helps you notice your own mistakes and be more critical of your own work.
• File the feedback away so you can look at it again when doing your next assignment.

Draw out the important bits!

• If it's feedback on an individual question, remember that a general rule can often be taken and applied elsewhere.
• Make a list of bullet points for key things you did well and key things to improve.
• Don't just read it and put it in a draw, make notes of the positives and the negatives and then work on them.
• Take note of the improvements that are suggested and implement these changes as soon as you can to demonstrate to your lecturers your ability to grow as a learner.
• Make a note from feedback sheets and you will see if things are reoccurring so that you can focus on one weakness or a few to improve.  
• Always keep it and make a note of where to improve on a sheet of paper so you can look at it in future when answering questions.

Make the mistakes in non-assessed work first!

• My advice would be to submit specimen questions to module staff as they are always helpful and provide constructive feedback on your approach to exams! 
• Submit drafts (if you can) to your tutor/whoever is marking your work, then take on board their comments.
• SEND COMPLETED SPECIMEN QUESTIONS/ANSWERS TO MODULE LECTURERS. They almost always give prompt detailed advice on how to improve as well as a rough guide to the grade that would be given to that essay/answer if a real exam.
• Hand in homework. Seems tedious but the feedback helps in the long run. 

Have realistic expectations! 

• Ignore it sometimes, as it can be very vague and doesn't mean anything!
• Just bear in mind that the people providing it are not perfect, and are often opinionated, just like any normal person.
• Feedback is a supplement to independent learning, it is not meant to completely dictate your education or the work you produce. 

·

Feedback Month: How Useful Was YOUR Feedback?

In the Autumn semester we asked Level One students what their expectations of feedback at university were. Now we are asking ALL students about their experiences of feedback.

As the Spring Semester gets underway, it's time to start applying feedback from the Autumn Semester to new assignments and exam preparation. What sort of feedback have you received so far and how useful has it been? What do you intend to do with it? By filling in our short survey, you can help to make a difference to feedback practice at the University of Sheffield. It should take less than 5 minutes to complete the survey and you will be in with a chance to win an ipod nano!

To participate in the survey, please click here.

We will publish the findings from this survey on the F3 blog, so watch this space for updates.

Feedback Expectations - Headline Findings

The F3 Project team captured the opinions of level one students before their first experiences of summative university feedback using an online and paper survey (n=288, 6.3% of new entrants) and small group interviews (n=28, conducted in student residences and focus groups). The headline findings were as follows:

1. Level one students have a sophisticated appreciation of the multiple roles of feedback at university that is strongly associated with improvement, but not limited to grade.

Student Ambassadors for Learning and Teaching Report: 

‘Although grades are important to students, feedback is not exclusively used by students as a gateway to high grades. It seems students also feel that feedback can help them to understand how their work has been marked, and subsequently what that mark says about how they have expressed their ideas and methods. Results suggest that students believe feedback can enhance the ongoing learning process that they are engaged with when completing their degree.’

Student quotations:

• ‘A clear and honest opinion of my approach to the given coursework, identification of my strengths and weaknesses, as well as practical improvements which I may make in the future.’ 
• ‘A means of improvement where I can hear about where I went wrong. But also a chance to hear what I am doing correctly so I can do it consistently.’

 2. Level one students perceive university feedback to be less detailed, less personal and less readily available than school feedback.

Student Ambassadors for Learning and Teaching Report: 

‘The key differences between university and school that were viewed most negatively were: The level of detail of feedback received; the number of opportunities available for students to receive feedback; the personalised aspect of feedback; the amount of one to one feedback that was received. 139 negative comments were made about university feedback compared with just 34 positive comments.’

Student quotations:

• ‘At school, feedback is available more frequently and on a more personal level. University feedback is more formal.’ 
• ‘[feedback] isn't presented to you as obviously - you have to seek it out. At school it is almost forced onto you.’

 3. A significant proportion of students aren’t getting, or don’t know that they are getting, sufficient advice on how to use feedback at university.

Student Ambassadors for Learning and Teaching Report: 

‘The data strongly suggests that students do not perceive that they are getting appropriate and sufficient advice on using university feedback. 49.3% of students identify that they are receiving either no advice or very little advice on making the most of the feedback they are given.’

Student quotations:

• ‘It seems to be them telling us to note given feedback, that everything they do is a form of feedback, and not a lot of individualised, what I'd term 'proper', feedback.’ 
• ‘Nothing much has been given. Mainly just an email or link on MOLE showing the marking criteria.’
  

 4. A blended approach combining elements of written and oral feedback appears to be valued by students as a way to understand and use feedback effectively.

For 78.8% of level one students written feedback is considered to be effective or very effective, while 76.3% consider oral feedback from a teacher to be effective or very effective. 69.5% rate both written and oral feedback as effective or very effective.  Comments suggest that many students expect feedback to be delivered as part of a process including generic or individual written feedback followed up by face-to-face support on interpreting and using it. 

Student quotations:

• ‘Receiving written/oral word from the lecturer/tutor about my work; what was well done, what was poorly done, why I received the mark/grade given, what I can do to improve to reach a higher mark/grade’ 
• ‘Receiving comments on essays or other work handed in and graded, discussing the grades with a member of staff (e.g. tutor)’

5. A significant number of level one students feel that limited access to personal, one-to-one feedback from a university tutor a particular challenge of the transition to HE.

Lack of personal or individual feedback and lack of one-to-one feedback were cited as key differences between school and university feedback. A number of students expressed a sense of intimidation when approaching university tutors for feedback, suggesting that the lack of a personal connection between learner and teacher can impact negatively on the feedback process. 

Student quotations:

• ‘It’s harder to talk to someone in a university as it’s just so huge and widespread!’ 
• ‘It’s not that comfortable to approach a tutor for help because you don’t have much of a relationship with them.’ 
• 'It feels like you have to pester the lecturer/personal tutor to get feedback dialogue going. It feels like a one way communication.’ 

 

Implications

In the context of this feedback-rich environment, the F3 project aims to provide support to students and staff to maximise the usefulness of the feedback process and to make the case for the effectiveness of feedback for learning across modules. Its key goals are to:

• Support students in making a successful transition from the more nurturing feedback environment of school to self-regulated learning at university.
• Provide practical, evidence based recommendations to teaching staff to complement the University of Sheffield’s Principles of Feedback.
• Support students in seeking out, recording and exploiting the full potential of the feedback that they are receiving. 
• Enhance the quality of one-to-one interactions between students and module tutors and/or personal tutors.

Watch this space for a discussion of the Flexible Formative Feedback Project's proposed outputs.

Project Plans for the New Year

I’m Andrew, a 4^th year medical student working on the F3 SALT team to improve feedback at the university. First of all I would like to say a big thank you to all level one students who engaged in our feedforward project in November. With so much data to go through it will be exciting to see what trends will emerge in our report based on the results. As well as providing us all with an in depth background relating to feedback transition from school to university, it also gives our project a good kick-start.

If you who have summative exams after the Christmas break (1^st years and other years alike) on behalf of our team we wish you good luck. For those of you who are having your first summative exams in January I hope you are not finding it all too stressful. If you’re struggling, check out the website below which I have found helpful in the past. At the end of the day it is about implementing work into your routine and not tiring yourself to death. The most useful thing I find is drinking lots of water!

http://www.topuniversities.com/student-info/health-and-support/exam-preparation-ten-study-tips

As well as wishing you luck, we thought we would give you a taste of what is to come for the New Year. After attending the annual steer group with the faculty leads involved with our feedback project it gave the team an idea of where to take the project and who to target. The plan so far is to work with ten individual departments, to build up a cross-section of disciplinary practice. We plan to produce produce feedback profiles that will provide evidence of the forms of assessment they use, education materials and training and information they provide to their students for how to obtain effective feedback. By comparing department results it will give us a better idea of what is working well and highlight areas for improvement. By discussing these issues with staff and students of all years in these departments, we can really get to grips with specific areas for feedback improvement. The student focus groups will be scheduled for February-March which will hopefully give you as students time to reflect on your feedback you have received for your summative exams.

That’s everything for now, have a very happy New Year’s Eve tomorrow and stay tuned on our blog over next year.

All the best,

Andrew

Feedback Focus Groups

After a month of hard work and campaigning, F3EDFORWARD month culminated with our feedback focus groups, which took place on 29 November in the IC. We wanted to host a lunch as we thought that a free lunch would be a great way to draw in hungry first years in-between lectures! Furthermore, we wanted to create an informal environment allowing people to have a drink and chat. We worked with a small group of 8 level one students from different departments and faculties. Having smaller groups enabled everyone to have ‘their turn to talk’ and it allowed us the time to question what people were saying to us. It was certainly a case of less is more!

We started off the focus group with a short introduction about the role of the SALTs and a brief overview of our project. We then split the group into 4 and had 3 SALTs with each team; one to facilitate, one to ask questions and a support. In our team, we were fortunate to have representatives from arts and humanities, sciences and engineering and law, which was a good mix. It became obvious that there were huge variations in the types of feedback that the first years had been receiving and there was some clear dissatisfaction. Science faculty students complained about MOLE tests where they received a mark but no feedback. In contrast, Arts and Humanities students were struggling with not having received any feedback as their assessments were taking place in January and they had done no assessed work so far. It became increasingly obvious that the nature of feedback depended on the type of work which was being undertaken and this has led to significant differences between subject areas. This has huge implications for our project as a cross faculty initiative; specifically how can we design feedback tools that can be applied over such different subject areas which have such different types of assessment?

Level one students also talked about the role of their mentors/personal tutors as good sources of information on receiving feedback and where they go for help and guidance. This is a way of receiving help with feedback that we hadn’t previously considered. It was encouraging to see how important feedback was to the students who arrived for the focus groups and the depth of the data and discussions we had will be invaluable for our research. It was a good finale to such a busy month!

Stay tuned to our blog post over Christmas! We’ll have a post-up each week about what’s going on. The team is currently in the process of dealing with all our data and we will be writing a report over Christmas about our findings.

What Feedback means to US

The SALT F3EDBACK team discuss their own experiences of feedback at university.

 

Student Union Stall: What We Learned

Hi everyone!

I’m Louise, a third year Psychology student and member of the SALT F3EDBACK team. You hopefully have seen us in the foyer of the Student’s Union this week offering free biscuits and sweets, in return for your opinions on feedback at the University of Sheffield. First of all, on behalf of the F3EDBACK team, I would like to thank you for your engagement with the project so far, we had so many interesting conversations with people about their feedback experiences and had a great questionnaire response. The success of the F3EDBACK stall in the union will definitely help steer the future of this project. This blog post will summarise some of the interesting and important things we encountered on the stall whilst interacting with you. I will also explain what we plan to do next and how you can continue to get involved.

F3EDBACK for US hits the SU

Most of you who walked past our stall put a counter in the voting station which asked; “How do you rate your experience of feedback at the university of Sheffield". Interestingly, the majority of the counters were in the ‘Satisfactory’ or ‘Poor’ boxes, which means that we have a lot of work to do! However, we did notice that a lot of the students who put counters in the ‘Good’ box were from the faculty of Science and Engineering. It will be interesting to talk to the students and staff to find out what is so good about the feedback in these departments, which maybe the humanities departments are missing.

Voting Station Results:

How do you rate feedback at the University of Sheffield?

Good: 85

Satisfactory: 68

Poor: 28

Also, many students we spoke to didn’t realise that the university has a 3 week policy for returning and giving feedback for work submitted. A lot of you said that your department definitely did not stick to this policy and some didn't receive feedback until months after they had submitted their work or taken exams. This is something we feel it is essential to look into, as lots of you expressed that the timing of your feedback was really important to you.

Obviously, at particular times of the year staff are inundated with exam scripts and coursework to mark, consequently a quick turn around with feedback isn't always possible. The next thing on our checklist therefore, will be to speak to staff within departments across the university and find out what they have to say about giving feedback. Hopefully, by considering both staff and student perspectives on feedback at university, we can meet the needs of everyone with the improvements we intend to make.

Whilst on the stall, myself and Stuart had an interesting chat with a member of CiCS. He explained to us that there were numerous ways that staff can give electronic feedback, however from our experiences these technologies are not widely used. We hope to find out more about electronic feedback by talking to CiCS about the available resources. This is an exciting opportunity that may help to improve the accessibility, timing and legibility of feedback.

What can you do now?

To follow up the hundreds of questionnaires that we’ve gratefully received from you we will be holding a focus group next Friday (29^th November) 1-2pm in the IC. There will be FREE PIZZA! So if you would like to give just an hour of your time to chat to us about feedback and stuff your faces with free food please get in touch. After this, we plan to approach you again after you have received feedback from your January exams and deadlines. By hearing your opinions before you’ve received feedback and after you’ve received feedback, we hope to find out what’s missing and bridge the gap with a miraculous solution. In the meantime, we will be behind the scenes talking to departmental staff and CiCS about their opinions on feedback.

Until then, please follow @F3EDBACKforUS on Twitter, like our Facebook page and continue to give us your valued opinions.

'Students Talking to Students'

I’m Dr Chris Stokes, and one of the small team of staff* who started the process of what has become the ‘F3EDBACK for US’ project. The project idea came from a meeting in the Arts Tower early in 2013, where we discussed the idea of a student-led feedback project and how to fund it. We were lucky that the Higher Education Academy were looking to fund projects like ours, and even luckier to be awarded the money to support it.

The idea for the project came from the understanding that as teaching staff we knew that we wanted to increase the satisfaction of students with feedback (the National Student Survey provides us with annual measures of student satisfaction), and we also knew that the answer would be more complicated than simply providing more feedback. We wanted to have the conversation with students across campus about what feedback meant to them, how they thought it would be most useful to them, how often they wanted it, and in what format.

There are lots of well established channels of communication in the University for these sorts of discussions to take place (through course reps, the Student Union etc), but we thought that there was one that was currently missing: students talking to lots of students, in person and through social media, specifically about feedback. Through these channels the conversation has the potential to get to all students, to interact with them in many ways, at many levels, and could be facilitated by the very people who can identify with them best - their peers. Using the information gathered from such a massive conversation, best practice examples and guidance can be collated and given to teachers across the University to help them improve the effectiveness of the feedback they provide in their teaching.

The F3EDBACK for US Student Ambassadors for Learning and Teaching (SALTs) are now guiding and working on the project, and over the next few months they will be touring, talking, blogging and tweeting about feedback, gathering information from students and staff about what they think is most effective. We’ll then be sharing the best ideas and advice through this blog and our website, so please let us know your thoughts on feedback, come and talk to the team if you see them out and about, and visit our webpages to see how we are getting on.

*The cross- faculty team that put the bid together were Dr Chris Stokes (Medicine, Dentistry and Health), Dr Penny Simons (Arts and Humanities), Ian Hicklin (Social Sciences), Claire Allam (Student Services), Professor Alistair Warren (Science) and Dr Graham McElearney (CiCS). The project is now being run by the F3EDBACK for US Student Ambassador team together with Oli Johnson (Academic and Learning Services).

F3EDBACK for US at the SU

STALL AT THE UNION!


Don't forget to come and have a chat and a biscuit with us at the Students' Union this week! We'll be around with nibbles and surveys from Monday 18 - Thursday 21 November from 10am-3pm !!

F3EDBACK door knocking adventures

Hi guys,

So here is a blog about our experiences door knocking around Endcliffe, Ranmoor and Opal! Last week, the team split up into pairs of 2 and we set off armed with a huge (tantalising) quantity of sweets and biscuits to help encourage first years to fill out the F3EDBACK survey and have some face to face discussions about first year feedback expectations. Aoife and myself went to Opal as we know there's quite a high representation of international students there and we want to make sure we get a diverse sample and a good representation of first year students. Although there weren't many students about as many had gone home for reading week, we got some great responses and had some interesting chats about the importance of having a good personal tutor, the difficulties with receiving helpful feedback from online tests and also the difficulties of receiving the right kind of feedback from science subjects. Lots of students also flagged up how difficult it can be to approach tutors having recieved low marks and poor feeedback, which can be disheartening!

Unfortunately we didn't meet that many international students, and we had to bear in mind the difficulty of reading a questionnaire and being asked questions in another language could be quite difficult! But the responses and discussions we had were well worth the trip. We were surprised at how many first years turned down the biscuits and sweets too! But don't worry- there's more of those (we saved them) for the stall this week in the union! Don't forget to come have a chat to us!! We'll be around all day Mon-Thur :-)

Rhiannon

F3EDBACKforUS needs YOU

For those of you who don't already know about our door knocking activities over this coming week, from 11th - 13th of November we will be visiting the student villages to hear more about your perceptions of feedback and what is important to you. We will be coming round between 5:00 - 8:00 pm with questionnaires and hoping to have a discussion with you (5-10 minutes) about:

·         Your past experiences of feedback before university or so far

·         Why you think feedback is important

·         What you are hoping to gain out of university feedback

The information you will provide is going to be very important to us to help improve the way feedback is delivered for you as students.

If you are feeling hungry as well we will have plenty of nibbles! Hopefully we will be seeing a lot of you over the coming week! If you're too busy to chat you can always complete our online survey so you can have your say in your feedback and be in with a chance to win an ipod Shuffle!

Please take a moment to complete the online survey here.

Welcome to the f3edback blog

 

Hello, and welcome to the F3edback blog!

I’m Aoife, a 3rd year Philosophy and Literature student, and a member of the SALT F3edback team. If you’ve never heard of SALT before, we’re basically a large team of students within the university working in collaboration with staff to improve on various elements of your learning and teaching experience. The F3 group have been given the task of improving feedback after students voiced a low satisfaction rate with the current feedback on offer.  If you’ve ever felt dissatisfied with your feedback here at Sheffield or wish to know how you can use your feedback to further benefit your degree then keep an eye on the work we’re doing around the union this month. You can check out our facebook and twitter pages, and don’t forget to keep reading the blog! It is our job to enhance the feedback you’re getting in every faculty and on every level, and we’re working hard to get it right so that you can make the most of your time here in Sheffield.

 So, who are we? We are a group of students just like yourselves who are employed by the university to help you with feedback. We’ve been working on the project for about five weeks now, and after some initial weeks of preparation you’ll definitely be seeing a lot more of us around the university this November. Our priority at the moment is to get your opinions before we can make any changes, and right now we’re focusing on first year’s expectations of the feedback they will receive. We’ll be door knocking around Endcliffe next week so if we come to your door, be sure to say hello and have a chat, we’re friendly and we will have sweets and biscuits! We’ll also have a stall up in the union (hopefully with some homemade cakes) from the 18^th to the 21^st November where you can fill out a quick questionnaire or preferably talk to us and tell us what you really think. To conclude our feedforward month there will be two focus groups complete with pizza and cake on the 22nd and 29^th November where we can really talk in depth with you about feedback. There’s a lot coming up but there’ll be reminders and updates on our facebook and twitter!

It is really important that you reflect on the issues that you have with feedback and get back to us because feedback makes a huge impact on your time at university. Engaging with your assessment feedback and talking to your personal tutors and lecturers will only result in confidence in yourself, confidence in your abilities for the next assessment and a more positive attitude towards your work. The more confidence you have in the work you’re doing here, the more you will take from your university experience. It really is in your best interest, so come chat to us and you will ultimately benefit, and get free pizza and cake!

Welcome to the F3 Project

 
What does university feedback mean to you?           

      
   How do you use feedback to improve your work?

                   What types of feedback are most effective?  

             Who do you go to for feedback?

Flexible Formative Feedback is a student-led consultation on feedback at the University of Sheffield with the goal of identifying and sharing examples of best practice across the institution. Watch this space for news and updates as the project develops.