Effective feedback inspiration day

CUL invites to effective feedback

inspiration day

for all teachers, directors of study and study board members at Aarhus BSS 

2. oktober 2015


This event has taken place...


  • Feedback is one of the major prerequisites for acquiring new knowledge and practicing new skills. This also applies to university students. It is, however, a major challenge to ensure that the teaching staff at Aarhus BSS is able to provide our students with as much and as qualified feedback as possible within the scope of the course framework.
  • After a presentation by one of the leading international experts in the field, colleagues from Aarhus BSS will present their initiatives to strengthen the feedback in the classroom. There will be plenty of opportunities to be inspired and to discuss your own ideas and initiatives.
  • All interested teachers, directors of studies, study board members and others at Aarhus BSS are welcome to attend.



Welcome (coffee and bread)


Keynote by Professor Emeritus David Nicol, University of Strathclyde, UK:

Seven principles of good feedback practice: putting feedback back into the hands of the user




Workshops 1-4


Peer feedback on written assignments (in Danish)

Feedback during lectures (in Danish)

Online feedback in between lessons (in Danish)

Fostering educational enhancement

Jesper Rosenberg Hansen (ECON)

Henrik B. Seeberg (PS)

Martin Nielsen (BCOM)

Jan Engberg (BCOM)

Evelyne Sørensen (LAW)

Per Svejvig (MGMT)

Mia Skytte O’Toole (PSY)

Ulrich Bjerre (BTECH)

Rune V. Lesner (ECON)

David Nicol (UK)



Lunch and exchange of experiences

Keynote and workshop descriptions

Portrait of David Nicol
Professor Emeritus David Nicol

Keynote by Professor Emeritus David Nicol, University of Strathclyde, UK:

Seven principles of good feedback practice: putting feedback back into the hands of the user

  • Many higher education teachers believe that providing high quality feedback to students, particularly in large classes, will inevitably lead to increased workload.  However, creating an assessment environment rich with useful, high-quality feedback that supports effective student learning is possible without a negative impact on staff time.  In essence, it involves rethinking both how assessment and feedback are conceptualised and the student’s role in these processes.
  • This keynote presentation will outline this re-conceptualization using a set of assessment and feedback principles drawn from research (see reap.ac.uk) and will illustrate it through examples of their application in teaching practice. It will also highlight an important finding from recent research - that students actually learn more from giving feedback than from receiving it. As they provide feedback for others they produce feedback meanings for themselves and over time they become better able to make valid and informed judgments about the quality of their own academic work. This evaluative capacity cannot be acquired through assessment practices that are solely carried out by the teacher or where the primary conception of feedback is that of teacher transmission. 

Watch the video on the REAP project below.

Video on the REAP project

The Video is produced by University of Strathclyde


Workshop 1: Peer feedback on written assignments (this part will be in Danish)

This workshop focuses on peer feedback on written assignments. The list of advantages of peer feedback is long. For instance, the students can get feedback much faster, they practice applying the quality criteria of the course and assessing their own products, and they spend time working on the material.


  • Jesper Rosenberg Hansen (ECON): Peer feedback: An experiment in introducing written peer feedback between groups of students on a Bachelor’s class of 170 economics students. Great opportunities but also major challenges.
  • Henrik Seeberg (PS): As course coordinator together with Carsten Jensen, he has restructured the lessons taught by student teachers on the Public Policy course, such that the students now write a series of essays throughout the semester. The students receive feedback from their fellow students as well as the student teachers in so-called Oxford groups. The course is an example of how peer feedback may be implemented and how student teachers may contribute to the feedback process.
  • Martin Nielsen (BCOM): In his thesis symposia, Martin Nielsen gathers 4-8 Master’s students who are in the process of writing their theses, and once a month they meet up to present and discuss relevant issues with each other. Emphasis is on getting the students to clarify which challenges they would like the other members’ feedback on. The sessions focus on academic issues, but quite often they also address issues relating to academic and technical procedures and processes, as well as motivational aspects.

Workshop 2: Feedback during lectures (this part will be in Danish)

The lecture is among the most difficult forms of instruction when it comes to offering feedback. In this workshop, we present and discuss examples on how the students can get feedback even when they are seated in a large lecture hall.


  • Jan Engberg (BCOM): Lectures may also include writing workshop elements. During the lecture, students can receive input for an assignment they are currently writing, and after getting peer feedback they can finish the paper and submit it for assessment by the lecturer.
  • Evelyne Sørensen (LAW): The presentation shows the benefits but also challenges of using clickers in lectures with many students. In larges classes they may be used to engage students to participate actively as they are asked to think about a particular question or problem. It also enables the lecturer to monitor students’ understanding of course content in real time, in order to identify and address areas of confusion and adjust the pace of the course appropriately. Moreover, they may be used to spark discussion among students as they compare, justify, and (perhaps) modify their answers. However, using clickers requires the lecturer's flexibility, as the lecture may need to be adjusted and creating good concept questions can be challenging.
  • Per Svejvig (MGMT): Updated description will later be available on this website

Workshop 3: Online feedback in between lessons (this part will be in Danish)

At Aarhus BSS, the majority of the learning takes place in between lessons. In this workshop, we focus especially on online feedback options, including automated feedback. The session will also include examples on how Blackboard may facilitate feedback during and in between lessons.


  • Mia Skytte O’Toole (PSY): The presentation introduces a blended learning activity. The learning activity includes a video introduction on how to provide peer feedback, which serves as a foundation for the students in their work to provide feedback on their fellow students’ assignments, orally and in writing through a discussion forum on Blackboard.
  • Ulrich Bjerre (BTECH): Written assignments with two-way feedback. The presentation will focus on how you as a lecturer can use Blackboard for written assignments and for giving and receiving feedback.
    • As a student: In Blackboard, you can give your students written assignments without you as a lecturer having to correct the assignments and give feedback - Blackboard can do that for you! The assignments on Blackboard can give direct feedback to the individual student - including right/wrong answers, but can also provide guidelines for the individual student such as hints on how to do the assignment. 
    • As a lecturer: You can follow up on the results and get an insight into what areas you need to focus on more in your teaching. You can also use the results in connection with approval processes.
  • Rune V. Lesner (ECON): Use of e-learning tools in the course Mathematics: Due to the low math level skills required of the students commencing on the BSc in Economics and Business Administration (HA), the students’ skills and interest in math diverge quite widely. A lot of the students find the first-year course in mathematics quite challenging. Moreover, there are about 700-800 students in the course. To address these challenges, we decided to introduce the e-learning platform MyMatLab. The integration of this tool has enabled us to improve the course and meet the students’ demand for differentiated and flexible learning.

Workshop 4: David Nicol: Fostering educational enhancement: A principles-based discourse approach

How might one enhance the quality of teaching and learning across a whole university?

  • This workshop will outline an approach to change which has been called the ‘principles-based discourse approach’. It will demonstrate the value of using research-informed educational principles as a strategic resource to seed new conversations, new mindsets and new teaching and learning practices across a whole higher education institution.
  • In this workshop the assessment and feedback principles used in two large UK projects will be introduced.  Participants will then have the opportunity to use the principles-based toolkit developed through these projects to design or redesign some assessment and feedback activities within a course. Finally, how this discourse-based approach might be applied in the Aarhus context will be considered.

David Nicol - Biography

Portrait of David Nicol
Professor Emeritus David Nicol
  • David Nicol is Emeritus Professor of Higher Education at the University of Strathclyde. He was previously Deputy Director of the Centre for Academic Practice and Learning Enhancement and Director of REAP, the Re-engineering Assessment Practices project (www.reap.ac.uk ), a £1m project examining how new technologies might support improved assessment and feedback practices in three Scottish Universities.
  • David is currently Visiting Professor at the University of Ulster and Swinburne University of Technology, Australia. David has published widely on assessment and feedback, on e-learning and change management in HE. He is collaborating with partners in Spain, Australia and the UK on assessment and feedback projects.
  • Some of David’s recent research on peer review can be accessed through the REAP website at www.reap.ac.uk/PEERToolkit.aspx  
  • More about him can be found at www.reap.ac.uk/Contacts/DavidNicol.aspx.

References regarding David Nicol:

References regarding keynote:

  • Nicol, D. J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218.
  • Nicol, D.J., Thomson, A. & Breslin, C. (2014) Rethinking feedback practices in higher education: a peer review perspective. Assessment and Evaluation in Higher Education, 39:1, 102-122

References regarding workshop:



  • 8:45-13:00

Join our lunch meetings on feedback

"Lunch with feedback" is an open group of teachers at Aarhus BSS and three researchers from the Centre for Teaching and Learning, which meet over lunch every 6 weeks and share their experiences and get new inspiration under the title 'Teaching with feedback'.

The group was established on the basis of the Inspiration day on effective feedback, which the Centre organized in October 2015. It has started its activity in January 2016, and the first topic was to discuss how teachers can motivate students to engage in peer-feedback.

We meet again on March 9, from 12:00-13:30 in 2622-C013 (Fuglesangs Allé), and all are welcome!

For access to the group's Blackboard page that contains reports, agendas, presentations and literature suggestions, please contact Bente Mosgaard, Centre for Teaching and Learning (bmj@bcom.au.dk).

Target group

  • All interested teachers, directors of studies and study board members at Aarhus BSS

General information

  • Place: Studenternes Hus (Richard Mortensen stuen), Fredrik Nielsensvej 2-4, 8000 Aarhus C
  • Price: Free of charge 
  • Seats: 90 seats, which are allocated on a first come, first served basis
  • Language: Danish and English

CUL reserves the right to change the programme.


Event organisers


Questions regarding content:

Questions regarding practical matters:

  • Secretary Julie Lykke Facius, mail: jlf@au.dk, tlf.: 871 66029


  • Centre for Teaching and Learning (CTL), Aarhus BSS.
Photo: Colourbox