In this section of the hub you will find a short guide on the topic of feedback and feedback literacy. In this guide, the authors make the case for ‘explicitly supporting students to become skilled and proactive participants in feedback processes’. The guide traces how thinking about feedback has evolved from viewing feedback as an artifact, to understanding and practicing feedback processes as a vital and integrated part of learning. The guide contains research-based practical advice towards ‘manageable approaches to creating feedback opportunities to support student self-efficacy in the curriculum’. It includes some suggestions around what readers might want to do next, under this topic, and a list of references to resources and research.
The guide is complemented by a two short videos on the same topic. In the first video, Feedback. Why it really Matters, Professor Sally Brown and Professor Kay Sambell assert the importance of feedback and discuss why it matters, comment on the characteristics of effective feedback, emphasise the need for feedback processes which are dialogic and developmental, and consider how variety in terms of feedback processes can build interactive learning and student self-evaluation capabilities. In the second video, Unpacking Feedback, Brown and Sambell engage in a short Q&A where they consider the topics of why feedback is integral to learning, feedback as a process, evidencing diverse forms of feedback, and engaging students in formative feedback approaches particularly through in-class active learning.
The Maynooth University guide and videos are followed by a curated list of resources, some of which have been developed specifically for Maynooth University, and others which we have sourced directly, or adapted, from other HEIs. Each resource has a short description and includes a note of the home institution from which the resource was sourced, where applicable.