S3.3.3

=Institutional policies define requirements for the quality and type of feedback to be provided to students. =

Evidence
Blignaut and Trollip (2003) define differences between administrative, affective, corrective, informative and Socratic responses to students.

Policy should require prompt and useful feedback aimed at improving student capability in related tasks rather than just the immediate goal.

This is a complex issue; see Rust (2002), Hattie & Timperley (2007). Policies are definitely needed. Providing and receiving feedback requires much skill by teachers and students.

Resources
Guidelines for good feedback can be found here: http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessment/assess-feedback

An example of documentation describing feedback can be found at St Andrews University: http://www.st-andrews.ac.uk/media/Policy%20on%20feedback%20to%20students%20on%20work%20submitted%20for%20assessment%202009.pdf