L5 3 1

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

Evidence
Blignaut & Trollip (2003) define differences between administrative, affective, corrective, informative and Socratic responses to students. 1. Administrative – Postings relate to general administrative topics 2. Affective – Acknowledges learner participation and provides support 3. Corrective – Content corrections 4. Informative – Feedback on content and individual feedback 5. Socratic – Asks reflective questions (Detailed examples of all these are given in Blignaut & Trollip (2003).

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