(Brooks, 2008) The article was easy to read and digest its content. I enjoyed making notes and summarizing the research. It challenged my teaching practice on assessment and feedback.
A quick Reflection,
1. What did you select and why?
I chose the article “Brooks 2008 – Students’ Critique of Feedback in Art & Design” because it was relatable and easy to read. As I will be receiving feedback from my tutors and peers throughout the PgCerts units, understanding how to receive and critique feedback is essential. I hope to use the knowledge gained from this article to improve the way I provide assessment and feedback in my teaching practice. This, in turn, will make feedback more accessible for students and improve their overall experience.”
2. What did you find interesting?
- It is interesting to note that students tend to have negative expectations and experiences about receiving feedback before they receive it. This can affect their emotional state and cause them to view feedback negatively, which can impact their self-esteem, confidence, and motivation.
- The feedback formats presented to students are often vague and limited, with short paragraphs and only a few sentences. This can send mixed messages to students, especially when they receive positive marks but are still told what needs to be improved. This type of feedback can create a feeling of emptiness and lack of belonging for students.
- For courses that use studio crits, which can create high anxiety and fear in students, feedback should be tailored to the specific needs of the course. Finding a supportive space for both peer and tutor feedback can help students engage more positively.
- When 1-1 tutorial time for feedback is limited, students may be unable to process the feedback given to them, which can lead to negative experiences and a lack of motivation. Feedback can be a stressful experience for both students and staff, especially during back-to-back feedback tutorials.
- Offering 1-1 tutorials at a suitable time and allocating space can help students feel more supported and engaged in the feedback process. Encouraging students to take ownership of their work can also help them engage more positively with feedback.
3. What action has it inspired you to take?
When providing feedback to students, it is crucial to have a clear intention, focus on specific aspects, and make it constructive so that students can use it for their learning and improve in their next project. Vague, negative, and obtuse feedback should be avoided.
The environment and timing when feedback is given to a student must be considered to prevent any negative experience.
As a practitioner, I want to engage students, provide them with opportunities for dialogue and interactive feedback, and create a positive learning environment. This approach allows students to take ownership of their work, understand the feedback given, and learn how to address it constructively.
References
Brooks, K. (2008). ‘Could do Better?’: students’ critique of written feedback’, Higher Education Academy.