Throughout university, you will likely receive feedback from instructors in both written and verbal forms. You may also receive feedback from your peers. Continue reading to learn more about these methods.
The way written feedback is presented can vary depending on the conventions of your school or department. Here are some examples of written feedback methods you might encounter:
Below is a link to a typical example of a feedback sheet where the marker provides their comments. Attached to this is a marking grid which should contextualise the marker’s comments and your overall mark. The marking grid is particularly important because this is what your marker uses to assess and grade your work. Both examples are from Health Sciences.
If your markers don't use structured rubrics, consider creating your own grid to organise their feedback. The Tracking Feedback tab of this guide will show you how.
While marker comments and grading rubrics provide feedback that we can access as needed after the fact, verbal feedback is more fleeting: it gets said, and then it's gone! Thus, it's helpful to 1) anticipate situations where you might receive verbal feedback so you can mentally prepare, and 2) block out time afterwards to record key ideas and write down your thoughts.
So, when and where are you likely to receive verbal feedback? Here are some possible scenarios (which will be more or less relevant depending on your discipline):
Verbal feedback scenarios are great because, in many cases, they invite an opportunity for two-way dialogue. For instance, you can respond to questions, request clarification, or perhaps expand on an earlier point. If the feedback includes areas to improve on, don't be embarrassed: this is part of learning. Try to listen with a growth mindset rather than reacting defensively.
There may be verbal feedback scenarios where you are encouraged to simply listen as others speak. Some creative writing workshops, for example, operate this way: the writer will remain silent as everyone else in the room talks about their work! If you are unsure about the expectations for speaking/listening in a new environment, just ask your module lead. They will be happy to explain how feedback works in their class.
In some verbal feedback scenarios, it will make sense to jot down key notes as you listen. Capture broad strokes or key themes rather than trying to transcribe every word said. Most of us are actually more detached and less engaged when we go into 'transcriber mode,' and you don't want to miss out on the benefits of the discussion. You can sit down after to add smaller details before you forget.
Verbal feedback isn't a good fit for some students due to a specific learning difference or other reasons. If you are concerned about processing feedback verbally, speak to your PAT or Student Disability and Inclusion for support and advice.
You likely think of your instructors first and foremost when you hear 'feedback.' However, your peers can also provide invaluable feedback on the clarity, relevance and depth of your work.
Peer feedback sessions provide brilliant opportunities to hear multiple perspectives on your writing before you submit. This gives you time to carefully consider the feedback you receive and make edits where you agree with the insights offered.
If your modules don't involve formal peer feedback, you can set up your own peer workshop. This can be with other students on your programme, but it doesn't have to be. Peers from a different discipline offer fresh eyes, and they can still identify where a claim could use evidence to support it, whether a sentence is 'clunky' to read, etc. Here are some tips for setting up your own peer workshop:
Providing feedback is not the same as rewriting. You should never rewrite a peer's work as this is academically dishonest.
Ethical example: You bracket a paragraph in a peer's essay and include the comment, 'The sentences in this paragraph are all pretty long. It gets tough to follow. Could you mix it up with some simpler/shorter sentences?'
Dishonest example: You think a paragraph in your peer's work is tough to follow. Therefore, you delete the entire paragraph and rewrite all the sentences yourself. Your peer then submits the work as their own.
