Focus on feedback

More and better feedback is currently high on the agenda for many study programmes. Students are not satisfied with the feedback they are getting, and enhanced focus on feedback was one of the recommendations issued by the government’s Expert Committee on Quality in Higher Education in Denmark in March 2018.

Feedback can be a highly effective learning activity. Good feedback helps students understand how they are performing in relation to the goal pursued, and feedback provides students with methods to approach this goal. Students, as well as teachers can provide feedback. The most important player in the feedback process is the individual student, because if the student does not use the feedback received, it is worthless. Feedback is particularly effective when it gives students better insight into the criteria by which their work will be assessed at the exam, and if it helps students to make this assessment themselves and use it to write better papers. The best way to achieve this is through repeated dialogue. Making students invest effort in the feedback process requires good planning and organisation. The purpose of feedback must be clear, as well as what the students are supposed to do and how any peer feedback will be integrated in the feedback process. Integrating digital tools can be an advantage.

The CTL can assist with examples of feedback processes and it offers counselling, collaboration and workshops on feedback. We provide counselling to individual teachers as well as groups of teachers. We are also happy to collaborate on reorganisation of courses.

The TREAT CTL online resource includes a number of cases from Aarhus BSS on how to use digital tools for feedback.


Berit Lassesen

Associate professor