Time to Feedback
‘Immediate feedback appears to be most helpful for procedural learning, or where the task is well beyond the learner’s capability at the beginning of the learning, while delayed feedback appears to be more appropriate for tasks well within the learner’s capability, or where transfer to other contexts is sought.’ (Wiliam, 2006, p.13)
According to Wiliam (2206, p.13) immediate feedback is the most helpful to students.
Working within academic support my main area for feedback to students is during one-to-one tutorials. This is where students will request feedback on their work, or they will ask for support to understand teacher’s feedback. Students are aware that we do not assess their work. Wiliam (2006. p.13) claims that effective feedback takes place when the source is trusted. This opens the way for students to be independent when receiving feedback, to reflect and think of new strategies, action plans and solutions for themselves while being supported as advised by Wiliam (2006. p. 13).
The aim of this case study is to highlight and to discuss not only about the importance of feedback but its timing. When students receive feedback, this marks an important part of their development. Ramaprasad and Sadler states that feedback should not take place unless there is development for the future. (Ramaprasad, 1983. p. 4-13) and (Sadler, 1989. p. 119 – 144)
During my one-to-one tutorials I see students from all courses and at any level. I will not always have prior access to their assignment briefs. Students come to tutorials with two areas of concern regarding feedback. One, is they would like clarity concerning their tutors feedback on work after submission. Often, they have not spoken to their tutors in depth about any feedback concerns, they come for further clarity. The second is to receive feedback on their current work before submission. This option has been proved to help students improve their grades.
‘The one-to-one tutorials helped me finish my thesis in time and get an A+ grade.’(UAL,2021)
Feedback Reflection
A challenge with students and the course team is for students to access academic support and receive feedback before they submit their work. Timing of this intervention is crucial. Equipping students with academic skills before they submit their work is key. As an academic lecturer I can give feedback from an academic standpoint. However, I am also mindful as to not to offer any conflicting feedback already given by the course team. Working in alignment with the courses is integral to the support that I offer students.
It is beneficial to the student to receive feedback from their tutors and academic support at the time they are learning and developing their project, so they can action the advice and guidance given promptly.
Good wellbeing leads to a growth pathway. If students feel supported and their wellbeing is nurtured, then the idea of failure will be shifted to the mindset of a successful pathway according to Wiliam (2006. p.10). This is what I strive for. My solution is to Work more collaboratively with the course team planning to ensure that feedback is implemented at the early learning stages of students work, this will have a positive impact on their submissions and grades.
References
Ramaprasad, A. (1983). On the definition of feedback. Behavioural Science, [online] 28(1), p. 4-13. https://doi.org/https://doi.org/10.1002/bs.3830280103 ;
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, [online]18(2), p. 119-144. https://doi.org/10.1007/BF00117714
UAL (2021). What is Academic Support and why should you know about it? [online] UAL. Available at: https://www.arts.ac.uk/students/stories/what-is-academic-support-and-why-should-you-know-about-it [Accessed 17 Mar. 2025].
Wiliam, D. (2006). Formative assessment: getting the focus right. Educational Assessment, [online] 11(3-4), p.10. Available at: https://discovery.ucl.ac.uk/id/eprint/1507217/1/Wiliam2011What2.pdf [Accessed 16 Mar. 2025].