Feedback is valuable when it is received , understood and acted on . How students analyze , discuss and act on feedback is as important as the quality of the feedback itself ( Nicol , 2010 ). Through the interaction students have with feedback , they come to understand how to develop their learning .
Feedback needs to be provided throughout the semester , rather than just at the end . Regular constructive feedback during the semester enables students to incorporate feedback into later assessment tasks . Ideally , plan for assessment feedback as part of the assessment design . When you tell students about the assessment requirements , include information on how and when feedback will be provided . Tell students what specific opportunities they will have to engage with and use feedback in their subsequent learning .
Constructive , timely and meaningful feedback :
� encourages students to think critically about their work and to reflect on what they need to do to improve it
� helps them see their learning in new ways and gain increased satisfaction from it � helps promote dialogue between staff and students � guides students to adapt and adjust their learning strategies � guides teachers to adapt and adjust teaching to accommodate students ' learning needs � guides students to become independent and self-reflective learners , and better critics of their own work stimulates reflection , interaction and dialogue about learning improvement � is constructive , so that students feel encouraged and motivated to improve � has consequences , so that it engages students by requiring them to attend to the feedback as part of the assessment � is efficient , so that staff can manage it effectively .
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