‘Teach a man person to fish, and you’ll feed him them for the lifetime’. * Adjusted to avoid a gender bias. As discussed on Day 1, educators can’t and shouldn’t be the only (or even the main) source of feedback. There is growing evidence that self-evaluation and reflection have more […]

Written by our Guest Facilitators, Dr Olga Kozar and Geraldine Timmins from Macquarie University As mentioned in Day 1, according to a large synthesis of educational studies (Hattie,1999), effective feedback gives learners cues on not only what they could do differently, but also how they could do it. Or, using […]

Written by our Guest Facilitators, Dr Olga Kozar and Geraldine Timmins from Macquarie University As discussed on Day 1, a crucial element of effective feedback is whether students can use it in their current work. Anything students can employ immediately tends to have a much stronger impact than ‘general’ tips […]

Written by our Guest Facilitators, Dr Olga Kozar and Geraldine Timmins from Macquarie University Giving and getting critical feedback can be an emotional experience. Even when students know that constructive feedback is about the ‘output’ (e.g. an assignment), receiving feedback can still make them feel anxious, confused or start to […]

Written by our Guest Facilitators, Dr Olga Kozar and Geraldine Timmins from Macquarie University Feedback is the information students receive about their learning/performance which can, if handled well, promote development and improvement. Feedback can have a potent impact on student learning – according to a large synthesis of 180,000 educational […]