Feedback Workshop

Contents

Feedback Literacy Domain Activities

Knowing K1 The purpose and function of feedback

K2 Standards and Criteria

K3 Feedback as a learning resource

Being B1 Feedback and identity

B2 Overcoming barriers

B3 Using emotion positively

Acting A1 The process of action

A2 Identifying actions

A3 Action Planning

How to use the resources

The Feedback workshop is broadly structured around Sutton’s (2012) conceptualisation of

feedback literacy, which is defined as “the ability to read, interpret and use written feedback

(Sutton, 21012, p. 31). Sutton argues that being literate in the use of feedback involves an

ontological dimension (‘being’), an epistemological dimension (‘knowing’) and a practical dimension

(‘acting’). The activities within the workshop enable students to develop and practice strategies and

skills for putting feedback into practice, as well as supporting the development of their feedback

literacy in these three areas.

 The workshop resource is intended to be flexible. By selecting a set of activities, educators

can design a workshop tailored to the needs of their students. One way of using the workshop

resources would be to work through all the activities sequentially during a series of tutorials.

Another would be to design a workshop involving one activity from the ‘knowing’ component, one

activity from the ‘being’ component, and one activity from the ‘acting’ component. Educators may

also wish to use individual activities as stand-alone sessions, to target a particular skill or provide a

refresher for students at more advanced stages of their programme of study. Where applicable,

worksheet/resource templates are also included.

The ‘knowing’ dimension of feedback literacy involves a student’s awareness that feedback

provides information on knowing; that is, it provides information on their current levels of

understanding and skill. However, an equally important function of feedback is for knowing- to drive

students’ learning and skill development. Whilst many students are keenly aware of the former

function, and can interpret a grade or mark, Sutton argues that “engagement with feedback for

learning is more challenging” (p. 34).

The first activity encourages students to consider the different functions and sources of

feedback, as a way for them to appreciate the distinction between feedback on and feedback for

knowing. The second activity in this section provides students with the opportunity to become

familiar with the institution’s grading criteria/rubrics, and to develop skills of self-assessment. The

third and final activity in this section is designed to extend students’ appreciation of feedback for

knowing, by developing their understanding of the learning potential of feedback information.

The ‘being’ dimension of feedback literacy recognises the personal investment on the part of

students in the process of assessment, and how feedback has the potential to shape the learner’s
identity. The first activity in this section directly addresses this issue, by enabling students to explore

their own learner identity and how this is shaped by assessment and feedback. The second activity

requires students to surface the potential barriers that might inhibit their engagement with

feedback, and to develop solutions to overcome such barriers. The third and final activity in this

section directly addresses the emotions that are surfaced by receiving feedback, and encourages

students to consider how these emotions can be harnessed to support future development.

The ‘acting’ dimension of feedback literacy involves the skills necessary to read, understand

and implement feedback. The activities in this section are more strongly targeted to the

implementation of feedback information. The first activity provides an opportunity for students to

develop a ‘toolkit’ of actions that can be taken upon receiving a particular piece of feedback. The

second activity enables students to develop the ability to set action points and targets, and monitor

progress towards them. The third and final activity in this section gives learners the opportunity to

reflect on the relative role of the educator and student in the implementation of feedback.
Activity K1: The purpose and function of
feedback
Suggested Activity Format: Small group discussion and class discussion
Suggested Resources: Resource K1

Learning objective: To enable students to consider the many sources, forms and functions of
feedback, and to develop a shared definition of feedback.

Activity Guidance

The end point of this activity is the development of a working definition of feedback that is shared by

students and the workshop facilitator. To achieve this, students should first be invited to consider

responses to the following questions:

 What is the function of feedback? (for student, for lecturer, for university, etc)

 What is feedback?

 From where and whom does feedback come?

 What effects does feedback have?

These questions should be considered by students individually, or discussed in pairs or small groups.

Students then feed back their responses to the class and the workshop facilitator manages

discussion, to develop a shared working definition of feedback that incorporates the students’

responses to these questions.

Activity K2: Standards and Criteria
Suggested Activity Format: Small group discussion and class discussion
Suggested Resources: An exemplar essay; a copy of relevant marking schemes/grading
criteria used within your department or institution

Learning objective: To develop students’ assessment literacy through discussion and

application of marking criteria and standards.

Activity Guidance

The workshop facilitator should begin by leading a discussion focused on the marking

schemes/grading criteria that are used to assess students’ work. Particular emphasis could be given

to:

 Explaining the grade descriptors (e.g. differentiating ‘good’, ‘very good’, ‘excellent’) and how

the expectations differ between grade boundaries

 Explaining individual criteria that are mentioned in the marking schemes, and which the

marker takes into account when assessing work

 Explaining the weighting of different criteria in the grading process (for example, the relative

importance of spelling/grammar versus critical evaluation)

Following this discussion of marking criteria and how they are applied, students should be given a

copy of an exemplar assignment. Either individually or in pairs/small groups, they should be

instructed to read the assignment and then use the marking scheme/grading criteria to decide what

grade they would award it. This can be done either by assigning a specific grade, or just placing the

assignment within an appropriate grade-band. This exercise could be done using standardised

marking sheets/feedback pro formas, to allow the student to fully take the position of a marker.
Students should then share the grades they have awarded. This could be done anonymously so that

students do not adjust their mark to fit with what others propose. Students should also discuss what

they felt were the strengths and weaknesses of the exemplar assignment. The facilitator should then

lead a group discussion around the possible reasons for any discrepancies between the marks of

different individuals/groups, and reaching a consensus on what would be an appropriate grade for

the work. Any misunderstandings or areas of confusion should be clarified. After the workshop,

students could be encouraged to apply what they have learned by self-assessing a draft of their own

work using the grading criteria/mark schemes.


Activity K3: Feedback as a learning
resource
Suggested Activity Format: Individual work and small group discussion
Suggested Resources: Resource K3

Learning objective: To provide students insight into what can be learned from the process of
using feedback, and to understand how feedback is a tool for learning, in the same way as a
lecture or tutorial can be.

Activity Guidance

The session should begin with a discussion of feedback and how it might contribute to learning

(unless already covered in Activity K1). Each student should receive a copy of Resource K3, which

lists possible actions that a student could potentially take after receiving feedback on an assignment.

Students could work either individually or in small groups to consider each feedback action in turn,

and suggesting what can be learnt from taking that action. For example:

Possible Action: Picking a few sentences from your assignment and thinking from the marker’s

perspective about how clearly those sentences are expressed.

Examples of what might be learned from taking this action:

 What the marker might expect

 Common stylistic features of your writing that warrant attention

 How others might interpret your meaning differently to how it was intended

 That something that seemed clear to you may not be clear to others

Once the worksheet has been completed, students can share their ideas through a class discussion.
Activity B1: Feedback and identity

Suggested Activity Format: Small group discussion and class discussion

Suggested Resources: Resource B1

Learning objective: To help students to appreciate that feedback comments can be

interpreted differently according to the receiver’s sense of learner identity.

Activity Guidance

The workshop facilitator should begin by separating the class into groups, and providing each group

with a piece of feedback (for example, the feedback provided in Resource B1). The groups should

first be asked to read this feedback carefully, and to briefly discuss its strengths and weaknesses

with the other members of their group.

Next, each group should be given a ‘character profile’ as illustrated in Resource B1. Each of these

profiles describes a different person along with information about their learning approaches, and

character traits relevant to their learning such as their self-confidence and motivation. The students

should ideally be unaware that other groups have received different ‘characters’. Groups should be

asked to discuss how the person described in their character profile might understand the piece of

feedback, and importantly, to discuss what that person might infer about themselves on the basis of

the feedback comments. Groups should then be asked to feed back their ideas to the class. The

workshop facilitator should lead a discussion of the discrepancies between groups’ responses,

revealing that each group received different character profiles. Students should be asked to consider

why the character profiles would lead to different interpretations of the same feedback. The

students might then be encouraged to reflect on what they would infer about themselves if they

received that piece of feedback, and to discuss how these reactions relate to their learner identities.
Activity B2: Overcoming barriers
Suggested Activity Format: Small group discussion and class discussion
Suggested Resources: Resource B2

Learning objective: To enable students to consider the factors that prevent them from
engaging with feedback, and to develop an understanding of strategies to overcome these
barriers.

Activity Guidance

The session should begin with a general discussion about what makes using feedback so difficult. It

might be useful for the facilitator to guide discussion, such that students do not solely focus on

criticising the feedback they receive. Features of the feedback may be one of the barriers to

implementing it, but students should be encouraged to think more broadly about the potential

factors that might make it difficult to make use of feedback.

Next, students should be divided into groups, and each student given a copy of Resource B2.The

facilitator should explain that these are quotes from actual students, when talking about their

experiences with feedback. In their groups, students should discuss the quotes and extract

commonalities between them. Ideally, students should try to generate four broad themes of barrier

to using feedback, and sort the quotes into these groups.

Each group then feeds back their themes to the rest of the class. It might be useful to discuss

differences between the themes extracted by each group. The session could then conclude with a

discussion about potential solutions that could be offered to overcome the barriers that have been

identified.
Activity B3: Using emotion positively
Suggested Activity Format: Individual work with facilitated group discussion
Suggested Resources: Resource B3

Learning objective: To enable students to understand the importance of the emotions elicited
by feedback, and to appreciate the role of emotion in driving their future development.

Students should bring along to the workshop a piece of written feedback they have received on their

own work. They should be encouraged to read through the feedback in the workshop, and to select

a few phrases that elicit (or elicited) emotions, either positive or negative. They should then attempt

to critically reflect on how they feel, and on how they can use those pieces of feedback and their

own feelings to help decide what to do differently next time.

It may be useful to discuss the functions of emotion in the process of receiving feedback, for

example, Even though reading negative feedback can be difficult, if we can sit with that feedback, it

can really change the way we do things and can make us more independent as learners.”
Activity A1: The process of action
Suggested Activity Format: Individual work and class discussion
Suggested Resources: None

Learning objective: To enable students to appreciate the importance of acting on feedback,

and to reflect upon and share their strategies for putting feedback into action.

Activity Guidance

The session should begin with a discussion of why it is important to act upon feedback. Students are

then instructed to work individually, and write down a list of the things they do upon receiving

feedback. These might range from simply reading it through to more proactive strategies such as

keeping a list of common comments, or seeking guidance from a tutor or learning advisor. The

facilitator should emphasise that students’ lists will remain completely anonymous. The facilitator

collects all the individual lists and shares the actions with the group, ideally by writing them on a

whiteboard so that all students can see the list.

Next, divide students into groups and ask them to discuss the list of actions, and rank them in order

from least to most effective, considering the reasons for their ranking. Each group then feeds back to

the rest of the class. A useful topic for discussion is how those that had been ranked as least

effective could be reframed to become more effective. Students could also be invited to reflect on

whether they think they do enough with their feedback.

Activity A2: Identifying actions

Suggested Activity Format: Small group discussion and class discussion

Suggested Resources: Resource A2

Learning objective: To enable students to develop a ‘bank’ of actions that they can take in
response to feedback they receive.

Activity Guidance

Students should be presented with a list of illustrative feedback comments (see Resource A2 for

examples). The workshop facilitator should split students into small groups, and assign a few

comments to each group. Each illustrative comment should highlight an area of practice in which a

hypothetical student need to improve, and groups should discuss each comment and come up with a

list of ‘actions’ that could be taken to improve on this area of practice. The students could can either

write these directly into the spaces on Resource A1, or list their actions on a large piece of paper to

facilitate sharing amongst groups.

For example, if the comment is ‘you need to evaluate your points more thoroughly’, then possible

actions might include ‘make notes on points of evaluation as I am studying; ‘talk to my lecturers

about what they are expecting to see in terms of evaluation’; ‘speak to a study advisor about

strategies to improve my evaluation’.

If students struggle to come up with actions, then the facilitator could scaffold the discussion by

providing headings under which to list action points, such as ‘things I can do in my own study time’;

‘people I could go to for further support’, ‘resources I could use’, etc. Each group should then share

with the whole class the action plans for the comments they received, and the workshop facilitator

should encourage class discussion. At the end of this activity, students should be able to take away a

‘bank’ of actions they could consider taking the next time they receive similar feedback comments.
Activity A3: Action planning
Suggested Activity Format: Individual work and class discussion
Suggested Resources: Resource A3

Learning objective: To enable students to develop the skills required to create an action
plan on the basis of feedback received on their work.

Activity Guidance

For this activity, students should be instructed to bring to the session a piece of feedback that they

have received on one of their assignments. The facilitator should begin by explaining to students

how effective action planning requires identifying a) the area that needs to be developed; b) what

actions need to be taken to enable this development; and c) what information would be needed in

order to evaluate whether those actions had been effectual.

Students should then be given a copy of Resource A3, and instructed to go through their own

feedback individually, extracting around three areas that the marker has identified need to be

developed. They should then complete the worksheet by thinking about how they could develop

that skill, and how they will know that they have been successful in improving that skill. Before

beginning this activity, it might be useful for the facilitator to go through an example with students.

Once all students have completed the worksheet individually, students can be invited to share the

actions that they are planning to take. It is likely that many of the issues identified in the first column

of the table will be common across students, so it may be beneficial for students to hear what

actions others have considered to address a similar issue.

Resource K1: The purpose and function of feedback

What is feedback?

From where and from whom do you receive feedback?

What should be the benefits of feedback…

DEFINITION OF FEEDBACK
Resource K3: Feedback as a tool for learning

Below is a list of things that you might do when engaging with the written feedback comments you

receive. What might you learn about yourself, about your work, or about the marker, by taking each

of these actions?

Action What might be learned by taking this action?

Looking at the marking scheme,
and trying to figure out how you
could achieve the next level

Identifying what targets you have

been set by the marker

Looking at the grade you received

Picking a few sentences from your

work, and thinking about how
clearly those sentences are
expressed
Taking one aspect of your work,
such as your evaluation or
structure, and thinking what you
could do to improve
Looking through your feedback for
all the things your marker has told
said you did well

Making an action plan based on

your feedback, aiming to look
beyond just your next piece of
work
Resource B1: Feedback and Identity

The following piece of feedback was given in response to a student’s essay:

You covered quite a good range of material in your essay. However, you presented a lot

of unreferenced arguments. You also relied too heavily upon secondary sources – review

papers and book chapters that summarised the topic for you. The integration of material

in this essay was good, but there was room for improvement in terms of the critical

evaluation of the evidence. There was a tendency to accept other authors’ claims as

truth rather than to question and test them. You present some valid points of critical

analysis but these are not always used to address the question. Clearly link these points

of critique to your argument so that we know what implications they have for the

conclusions we might draw. Should we adjust our perception with reference to the

question on the basis of the evidence presented in a section? Your overall structure is

clear but you need to work on your paragraph transitions. In many places, your

argument can be difficult to follow because you move between different topics without

clear signposting to the reader. The essay also contains a very large number of errors,

and in many cases these are severe enough that your arguments do not make sense.

There is no evidence that the material has been proof-read.

Character Profile

Sam is a second-year Undergraduate student. She/he got very good grades at college, but really

worries about her/his performance at University. Sam is often desperate to learn every part of the

lecture material, and often does a lot of extra reading for an assignment, but finds it difficult to

integrate everything. This causes Sam to panic, and every draft of every essay always feels as

though it is rubbish. Sam hates submitting work as it never feels good enough, and she/he is then

worried during the whole time it is being marked. When a piece of work is returned, Sam is

frightened to look at the comments, for fear of what they might say.

1. How might Sam interpret the feedback comments?

2. What might Sam think or feel about herself/himself as a result of receiving these comments?

Character profile

Sam is a second-year Undergraduate student. She/he got very good grades at college, and is really

confident about her/his performance at University, being certain that she/he will get a First Class

degree. Sam attends all lectures and tutorials but does not feel the need to take detailed notes, as

this approach has always paid off in the past. Alex loves submitting work, as she/he feels that the

work is of such high quality that the marker will be very impressed. Sam can hardly wait for

marked work to be returned, and is excited to see what the marker has said about the work.

1. How might Sam interpret the feedback comments?

2. What might Sam think or feel about herself/himself as a result of receiving these comments?
Resource B2: Overcoming Barriers

These comments are taken from Focus Group discussions with students, about their
experiences with feedback, as reported in the following paper:
Winstone, N., Nash, R., Rowntree, J., & Parker, M. (in press). “It’d be useful, but I wouldn’t use it”.
Barriers to University students’ feedback seeking and recipience. Studies in Higher Education.

If the marker tells me that parts of my argument are hard to follow I wouldn’t know which
bits were hard to follow, and which bits I need to look at to see why it wasn’t quite right.
This might be quite tricky to find yourself, as obviously you’ve written it, so you think it’s
alright.
If I need to improve the structure of my work, I need more teaching. It’s something that’s
innate.
There are so many lecturers and so many subjects; I don’t think I’ve ever got feedback
that’s been the same.
I get angry with my feedback. Like, I got a mark back the other day, on my last piece of
coursework and I wasn’t happy with it. I read what the marker had written and thought
‘Oh well – that’s your opinion!’
I think it is so hard to take on feedback on board, as you've got your own specific writing
style and you're so stuck in your way.
Sometimes you don’t know what to do with the comments. Although the marker might
have made a valid point, you don’t know where in your essay they want you to have done
something.
I generally just take the mark as more important than the written feedback. I mean, the
feedback is useful, but if I've got a mark of seventy, I don't really care what the feedback
says!
When I was writing an essay, I probably wouldn’t ever go back and look at the feedback
I’d had before. Which is something I probably could do more.
It’s horrible. The feedback you get is really harsh! And it’s just like, ‘Well, okay! I’m not
looking at that, it’s just negative!’
Sometimes feedback is written in really fancy language. They’re just saying it in a really
roundabout way rather than just ‘You need to make clearer arguments’.
If I feel that feedback is generic to everyone, I just discard it. If I think its individual to me, I
will read it and probably use it again.
I haven’t spoken to lecturers before, but I know that you can do that, I mean they do offer
feedback in that sense.
If there is feedback on something negative, but there’s something clear enough that I can
change, I would give it a lot of attention. But if it’s something negative and really general,
I feel like I can’t change it, and I won’t pay attention to it.
I should read it. And then have it out when I’m then writing the next bit of coursework. But
realistically, I normally sort of skim over it. I suppose I do probably take in points from it,
but then you kind of file it away with your coursework.
I think sometimes it can be a bit difficult to read your feedback in front of friends, because
you quite easily make comparisons between you and other people.
I’m very careful to find out who’s marking it and then I try to phrase my work in the way I
think they want it.
When I get a piece of work back, I'm really bad, and I'm just like, 'Oh, that's my mark, put
it away now.'
I get quite a lot of markers saying, ‘You need to expand on this more.’ And it’s like, ‘Well, if
I expand on this, I’m going to have to lose something else. So, what should I lose?’
Because it’s sort of that balance, which can be quite frustrating.
I think markers expect us to read all of the feedback, but I don't know if they realise how
little we understand the stuff that they say.
I hate when they say stuff say about your use of commas, because I have used commas,
like I'm not stupid, I know how to use commas. Just say 'This could be clearer.' Don't say
'Your use of commas is not always appropriate.'
I know people, and they put on Facebook, ‘I got a first! I’m so pleased!’ And you think, ‘Oh,
I wonder how you did that?’
I think it’s fine if markers make a critical comment, but then they need to make a
suggestion how to improve the critique that they’re making of my work. Otherwise I’m not
going to pay much attention to it
I think for me it was mostly about the mark, rather than the details of the feedback that
you got. I don’t know, but that’s what I talk about with my friends.
Feedback is too specific to that particular piece of work. I definitely wouldn’t use it on
another piece of work.
I usually get quite angry whenever I read feedback, because they say things like 'This isn't
clear. I know what I'm trying to say, and I think 'What do you mean it's not clear, like, it's
right there on paper!
Sometimes feedback says that there’s a lot of errors, but it doesn’t necessarily say which
bits are errors and which bits aren’t. So it’s quite hard moving forward, I guess, as the
feedback is just a bit too vague and non-specific.
I do tend to go pick up my coursework with one person but, like, there’s a guy I usually sit
next to in lectures, and I’ll go and get it with him. But, he tends to do a bit better than me,
so I think sometimes you don’t really want to talk about your feedback.
Resource B3: Feedback and emotion

Read through a piece of feedback that you have received. Pick out a few phrases that the marker has
written. Try to reflect on your emotional reactions to these comments, and then think about their
consequences: do these feelings help you in any way? Or do they have negative consequences?

Key message What is my emotional Is this emotional reaction

reaction? helpful? Is it harmful? Or is it
a bit of both?
Resource A2: Taking action!

You need to be more evaluative in your writing

Aim for a more coherent argument

Your writing could be more concise

You could achieve a better balance between description and evaluation

You can make stronger use of research evidence to support your argument

Your structure could be clearer

Check that your sentence structure is correct

Make sure that you are fully meeting the learning objectives for each assignment

Revise your understanding of punctuation and grammar

Make sure that you consider counterarguments to the positions you present

You need to ensure that a clearer answer to the question comes across to the reader

Try to use a wider range of sources to provide support for your argument
Resource A3: Action Planning

Target What actions will you take to How will you know you have
achieve this target? achieved the target?
1.

2.

3.