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While traditionally feedback has been seen as information delivered by an expert to a learner, more recent understandings of feedback are that it is a dialogue, with the student setting their own goals, actively seeking and using feedback, and reflecting on their learning and performance.

Feedback conversations with students are more effective when they involve:

1. A dialogue or two-way conversation

For example, the interaction between a teacher/tutor/supervisor and student is two-way. The student is provided the opportunity to

– Identify what they would like feedback on

– Clarify feedback that is received or ask for further information

– Respond to feedback that is received – students may wish to explain the context or their rationale

2. Student self-assessment

During the feedback conversation, a teacher/tutor/supervisor provides students the opportunity to reflect on and evaluate their own performance.

3. Reference criteria and standards

The teacher/tutor/supervisor and student discuss and refer to specific criteria such as Deakin Assessment task rubrics that student has been provided by their Unit Chair and professional competency standards.

4. Strengths-based focus

Good feedback helps students identify what they are doing well. A student who has performed well may be unconsciously competent – not aware of what they did well. It is useful to describe what you observed to assist the student develop conscious mastery, and to develop their confidence.

5. A developmental approach

The discussion of student’s level of achievement is framed in terms of their development, how far they have currently progressed in their learning journey, with reference to this placement, their course progress or other relevant frameworks.

6. Constructive comments

Good feedback is constructive, clearly identifying what the student can do to improve. This may include:

– reviewing learning materials or practice guides

– documenting and reflecting on their learning in their learning log

– practising procedures, videoing and reviewing their performance

– observation of others performing a procedure

– formal teaching by teacher/tutor/supervisor etc.

7. Empathy

Being assessed and receiving feedback can be confronting and stressful. Good feedback conversations are kind, respectful and recognise that the discussion may be challenging and take time to process, reflect on and respond to.

8. Recognition and harnessing of diversity

A teacher/tutor/supervisor supervisor and a student explicitly discuss, recognise, adjust to and harness the student’s preferences, styles, and abilities. For example, when students have sensory sensitivity they may not be able to concentrate on feedback conversations if there is significant background noise.