Embedded Files
An efficient way of making effective AND actionable feedback
The AFP uses three easy steps…
Step 1:
Step 1:
Tune the Ear
Tune the Ear
Engage learners with easily digestible materials that promote feedback literacy
Step 2:
Step 2:
Simplify the Message
Simplify the Message
Provide three substantive, specific and supportive comments to Motivate, Inform and Feed-Forward
Step 3:
Step 3:
Encourage Action
Encourage Action
Encourage learners to take action on their feedback by writing an “Action Plan”, supported by dedicated resources
Step 1: Tune the Ear
Step 1: Tune the Ear
Signpost students to the 'Making the Most of Feedback’ Resources
Why We Need to ‘Tune the Ear’
Why We Need to ‘Tune the Ear’
Traditionally, students are seen as being quite passive when it comes to feedback. Our focus is usually on the feedback they receive from academic staff, rather than how they can be supported to make sense of feedback - and then act on it to improve their work.
The Making the Most of Feedback resources draw on resources created by Advance HE. They include materials that ‘Tune the Ear’ by helping students to develop their feedback literacy. Central to the resources is an engaging podcast that explains what feedback is, what it is for and how to use it.
Share the below announcement with your students to signpost to the resources:
This course uses the Action Feedback Protocol, a process designed to help you get ready for feedback and then support you in acting on it. There is a dedicated set of resources on the Making the Most of Feedback website, including a podcast, that will help you prepare. You can access them here:
There is a common absence of proactive recipience among learners, fueled by an under-provision of training in the role of feedback in the learning process
There is a common absence of proactive recipience among learners, fueled by an under-provision of training in the role of feedback in the learning process
(Bevan et al., 2008; Weaver, 2006; Winstone et al., 2017a; Winstone et al., 2017b)
Step 2: Simplify the Message
Step 2: Simplify the Message
Provide three substantive, specific and supportive comments to Motivate, Inform and Feed-Forward
use the ‘Three Comments Approach’
use the ‘Three Comments Approach’
The heart of the AFP is to Simplify the Message, using three clear comments in response to a piece of assessed work. The three comments are in a specific order and each comment has a specific purpose.
Comment 1 = Motivational
What was done well in this piece of work, and should be reinforced?
[Click the drop-down to see an example]
[Social Sciences example]
ASPECT(S) DONE PARTICULARLY WELL:
A feature of this work that was done well was the clear effort made to create a coherent and logical structure. The use of signposting sentences, well considered sub-headings and consistent terminology led to a clear argument being developed throughout the work, which made the discussion easy to follow. This is helps strengthen the quality of your work overall, well done.
[STEM example]
ASPECT(S) DONE PARTICULARLY WELL:
A feature of this work that was done well was the presentation of a very detailed report in terms of the experimental work and its results. It demonstrates a good understanding of thermal systems and subsystem integration. The relevance to sustainable energy practices in Malaysia is well contextualised.
Comment 2 = Informational
What was/were the main area(s) of weakness, where the piece of work could have been better?
[Click the drop-down to see an example]
[Social Sciences example]
ASPECT(S) THAT COULD HAVE BEEN DONE BETTER:
An area in this work where there was room for further development was in the analysis of the application of the theoretical framework in the case study. Although there is a clear attempt to bring relevant literature to build the discussion points, these points were most often describing the 'what', but not the 'why'. This meant that the discussion moved on before it had fully explained the mechanics of what was happening and how that fitted into the analysis. In future, think in terms of the following connected phrases for analysis: 'what?' - (what is happening...), 'so what?' (why is it happening...), 'then what?' (what are the implications or wider context of this...).
[STEM example]
ASPECT(S) THAT COULD HAVE BEEN DONE BETTER:
An area in this work where there was room for further development was to expand on discrepancies between theoretical and experimental results. For example, the mismatch in sand heating times could be analysed in more depth, with specific proposals for reducing air gaps or improving pipeline design. Include a discussion on the scalability of the system for real-world applications and consider addressing the economic feasibility.
Comment 3 = Feed-Forward
What should the student(s) work on in order to improve in the future?
[Click the drop-down to see an example]
[Social Sciences example]
A POINT OF PROCESS THAT SHOULD BE WORKED ON FOR THE FUTURE:
Something that might help you in future work would be to be a harsh and critical reader of your own work. Try to read your writing through your reader's eyes. It is difficult to disconnnect what you think you're saying with what the words on the page are saying to your reader, but it is important to practice it so you can edit to the cleanest, most comprehensible argument. In writing there is a saying, 'the work is not finished when there is nothing left to add, it's finished when there's nothing left to take away'.
[STEM example]
A POINT OF PROCESS THAT SHOULD BE WORKED ON FOR THE FUTURE:
Something that might help you in future work would be to consider report writing technique, this is very important for professional engineers. By continuing to improve your presentation (e.g. refer to all images and graphs from within the text, number equations, use a numbered (IEEE) system of standard referencing fully) you will develop skills that will stay with you throughout your engineering career.
Click below to access a repository of sample/tempklate comments to help you populate Comment 3 (feed-forward)
A complex system that works is invariably found to have evolved from a simple system that worked
A complex system that works is invariably found to have evolved from a simple system that worked
(Gall, 1975: p.71)
Step 3: Encourage Action
Step 3: Encourage Action
Encourage learners to take action on their feedback by writing an “Action Plan”, supported by dedicated resources
Make clear that you expect students to make use of that feedback. Feedback doesn't work by magic, students have to think about what it is telling them, and take it into account in future. When producing feedback, include a statement about the importance of acting on feedback, and signpost the feedback portfolio activities on the Making the Most of Feedback website. (An example of how to do this is included in the ‘Three Comments Approach’ template).
Run a Workshop to Encourage Action
Run a Workshop to Encourage Action
If you would like to structure some contact time with your students to ensure they are engaging with the process of taking action, you could consider running a specific session and guide them through reflecting on their feedback. Download the template for this session (via the button on the right)
Feedback remembered but never used, is not feedback
Feedback remembered but never used, is not feedback
(Orsmond, Merry & Reiling, 2005)
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