Feedback Formats

Definition and Function

Feedback refers to various (higher) educational practices of providing responses between university educators and students, learning groups, and other (higher) educational actors regarding texts, processes, or tasks (see, for example, Resch 2019: 99). Feedback can be expressed in different ways: directly, indirectly, orally, in writing, once, multiple times, summative, formative, individually, or collectively (ibid.: 101).

Why is Feedback Important?

Feedback is the central element of formative assessment. Only through feedback can learning processes be initiated. In order for this to be effective, feedback should include information to support the further learning process alongside the academic performance (as noted by Narciss 2006). For exams, feedback can only be provided at the end, which cannot influence the active learning process for the seminar. Additional advantages of feedback include:

• Highlighting potentials and gaps between the desired and actual state
• Identifying strengths and weaknesses of a text or argumentation
• Supporting the self-confidence and motivation of students to continue with their tasks

Research findings suggest that feedback should be as specific as possible concerning the outcome of the work and the posed questions. Developing a criteria grid for assessing student performance can be helpful in this regard.

Peer Feedback

To actively involve students in the feedback process, they can provide and receive targeted and constructive feedback on academic performances as so-called peers. This has the advantage of enabling feedback on equal footing and promotes independent learning among students through active participation. The feedback can include, for example, suggestions, ideas, critiques, or comments on performances such as texts or presentations.

Self-Directed Feedback

Self-directed feedback helps students analyze and evaluate their own work. Independent thinking can be promoted through self-evaluation tasks. It is also helpful to allow students to develop their own criteria. This automatically trains their ability to assess the work of peers. Merely receiving feedback is not sufficient to initiate deeper learning processes.

Feedback formats can be categorized from various perspectives:

1. Who gives feedback? Instructors, peers, the individual themselves
2. When is feedback given? Diagnostic, formative, summative
3. What functions does feedback have? Descriptive, explanatory, evaluative
4. What means are used to provide feedback? Orally, in writing, via video
5. For what performance is feedback provided? Text, presentation, group work
6. Who receives feedback? The individual themselves, the instructor, the group
7. How often is feedback given? Once, multiple times