Feedback will be offered and presented in a wide range of ways across your studies, often reflecting the nature of the learning and assessment task you are engaged in completing. It is important that you are able to recognise and act on feedback when it is given to you by staff and peers. Some of the most commonly used forms of feedback are defined below. If you are unsure about any feedback you have been given, take some time to re-read and process this feedback, and if you are still unsure, ask your module or programme leader to help you.
Education EnhancementDefinitions of feedback types
Generic comments delivered to a group or class as a whole
General feedback aimed at the entire group, often summarising common strengths and areas for improvement. This helps everyone learn from shared experiences and common mistakes.
Grades (numerical)
A score or percentage that indicates your performance on an assessment. Grades provide a quick, measurable summary of how well you met the learning objectives. Grades align with the University’s marking scale and module/programme specific marking criteria or rubrics.
Individual reflection
Feedback you generate yourself by analysing your performance, identifying what went well, and recognizing areas for growth. This can happen when comparing performance to criteria, the work of peers, or model answers or feedback provided by staff. Reflection helps develop self-awareness and lifelong learning skills.
Informal discussions
Informal conversations with tutors, peers, or mentors that provide insights or feedback on your progress or understanding. These discussions can occur within or outwith formal assessment contexts.
Peer comments and discussion
Feedback and insights shared by classmates during group work, peer assessments, or discussions. This fosters collaboration and helps you view your work from different perspectives.
Provision of model answers and guidance
Examples of ideal responses or solutions to an assessment, often accompanied by explanations. These help you compare your work and understand how to improve for future tasks.
Responses to emails
Personalised feedback or guidance provided via email communication, often addressing specific questions or concerns about your work.
Responses to questions and posts on online discussion form
Feedback provided through replies to your questions or contributions in online discussion platforms. This feedback is often collaborative and helps clarify doubts or expand on ideas.
The use of apps and voting software in lectures
Interactive tools like apps or polling systems that provide instant feedback based on your answers to questions or polls during lectures. These help identify gaps in understanding and guide further learning.
Verbal feedback in lectures, tutorials, and meetings
Spoken or recorded feedback provided during teaching sessions or one-on-one discussions. This feedback is often immediate and tailored to clarify concepts, correct misunderstandings, or guide further study.
Written or verbal comments
Detailed feedback provided in writing or spoken form, highlighting strengths, weaknesses, and suggestions for improvement. These comments should help you understand what you did well and what you can work on.