Flipping Feedback

With many of our students, feedback often comes too late in the assessment cycle to be useful. Often assignments we set test what the student doesn’t know, or didn’t grasp, rather than supporting the fullest possible learning and understanding. If feedback is provided during the unit of study, feedback comments can often be acted on to develop or to consolidate learning.

We encourage you to:

•  move from retrospective feedback to prospective feedforward
•  reconfigure teaching and learning activities to create more opportunities for ‘real-time’ feedback for learning
•  embed opportunities for giving, receiving and responding to feedback—and for recognising it as feedback

Documents to download:

CEL Flipping Feedback Slides

The Developing Engagement with Feedback Toolkit (DEFT)

Briefing 9 - Case Study (PDF)

Briefing 9 - Informal Feedback - Feedback via Particpation (PDF)

Briefing 10 - Feedback as Dialogue Case Study (PDF)

Briefing 10 - Feedback as Dialogue (PDF)

Briefing 11 - Commenting Constructively (PDF)

Briefing 12 - Case Study (PDF)

Briefing 12 - Flipping Feedback (PDF)

Briefing 12 - Flipping Feedback Case Study (PDF)