Teachers spend hours marking students’ written work and providing feedback, but learners sometimes struggle to benefit from that feedback. The intent behind feedback is formative, yet it does not always have the desired effect. Carless and Boud (2018) describe this as a lack of feedback literacy. We will explore the concepts of feedback in formative, teacher-to-student, student-to-teacher and peer contexts. Participants will practice giving and receiving feedback for teaching development.
By the end of the workshop, participants will be able to:
- Identify how feedback can enhance learning
- Explore and practice the principles of giving and receiving feedback