Feedback tutorial template
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Sally Bartholomew: Academic Skills Co coordinator
Deirdre Burke: Lecturer
Sue Oldham: Academic Skills Advisor
University of Wolverhampton
3rd International Personal Tutoring and Academic Advising Conference:
Improving student success
 Deirdre: issues in student use of tutor feedback
 Sally: strategic response
Activity 1. Participants receive an essay with feedback: exploration of the
problems facing students on receiving written feedback on an essay.
 Sue: role of Skills Advisor: a paired activity in which the roles of student and
skills advisor are undertaken, drawing upon a student essay and feedback.
 Sally: Feedback on this activity will bring out the benefits and drawbacks of a
time constrained tutorial.
Activity 2. Deirdre: leading into the use of a feedback template.
In same pairs identify hyperlinks to materials that guide, provide online tutorials,
or exemplars of student work.
 Sue: internal research studies on the provision of hyperlinks.
 Sally responses from participants on post-its
Student use of tutor feedback
 Students do not read feedback
 If they read feedback is often misunderstood
 Even when read and understood is rarely acted upon.
 (Falichikov 1995)
- to get students to read, understand and act on feedback.
 Lack of guidance for students on what to do with feedback
(Weaver 2006)
 No guidance on how to address issues in tutor feedback
(Burke 2007)
 Lack of clarity on what appropriate work would look like
(Sommers 1982).
Gap in perceptions of feedback
Feedback is
helpful in detail
Feedback prompts
discussion with
Feedback improves
Maclellan, E ‘Assessment for Learning: the differing perceptions of tutors and students’ in
Assessment and Evaluation in Higher Education, Vol.26, No.4, 2001. pp. 307- 318.
Centre for Excellence in Teaching and Learning:
Critical Interventions for Enhanced Learning (CIEL)
 The ASK approach
 ATTITUDE: change- to help students rethink their belief in
assignment/learning closure
 STRATEGIES (recognition of variety of learning styles and
needs as a starting point): electronic links/ academic study skills
feedback tutorials
 KNOWLEDGE (cognitive and practical):
- Understanding the need to act on feedback.
- Knowing how to act on feedback.
Strategic response
Purpose of the centre
 To develop and deliver academic skills support provision across the
School’s portfolio designed to enhance student progression and
retention by concentrating on academic literacies and academic
 To engage in research supportive of the ILE and the School’s
Learning and Teaching Strategy.
How do I find
out what ‘more
analysis’ means?
Activity 1. Unpacking tutor feedback
 Please get into pairs to explore the feedback on the essay.
 One person act as the student requesting support
 One person act as a Skills Tutor: (see next slide)
 Ten minutes to draw out issues from the feedback and
suggest ways for the student to act on advice.
Study Skills Advisor
 Role
 To deal with a range a issues students wanted help
 Help unpick tutor feedback
 Suggest further resources or support staff
 Be a critical friend
Feedback Tutorial Example
Summary of Learning Needs to be developed:
Your tutor noted that you demonstrated a good understanding of the general topic but that you needed
to develop your planning so that you use the information to answer the set question.
specific feedback from Tutor
identified from looking at work
response to student query
We looked at the tutor feedback and comments on the text of
your essay to see where you could have used material more
explicitly, and also at the importance of cutting out material
that was not relevant.
Hyperlinks: These links will take you to sources that will support your learning:
Please follow guidance below to let us know how these links helped you follow up tutor feedback.
Try this tutorial on Structuring an argument
Feedback from student:
Please <select> these questions and <copy> them:
Does the provision of hyperlink make you more likely to follow up advice? Yes/ No
Did the particular links meet your learning needs? Yes/ No
Please add any comments on this feedback activity:
Then click on the link below and<paste> the questions into the email, fill in your responses and send it
back to the project team.
Three levels:
1. information
2. online tutorials
Introductions in Arts
3. Exemplarsannotated essays
To provide a reminder of what is expected
Generally speaking, an effective introduction:
1. introduces the topic of the piece of writing
2. provides any necessary definitions of terms in the topic
3. provides any necessary background information on the
Provide an opportunity to develop the required skills/
Read this section and identify the three elements of an introduction
mentioned above?
Provide an opportunity to see what appropriate work would look
The beginnings of the Holocaust, that is to say the point at which it was
decided that a program of mass murder would be undertaken against
Europe's 11 million Jews, has been a much debated topic among historians.
Guidance about
Online tutorial
Introductions: Check out this guidance on
Writing Introductions and
Try this tutorial on Writing
Explore how Meg introduces
her essay and her tutor’s
comments on why this was a
good introduction:
Check out this guidance on
Writing critically:
Try this tutorial on Analysing
historical claims:
Explore this student’s attempt
to analyse the evidence:
Check out this guidance on
Writing Introductions and
Try this tutorial on writing
Explore this conclusion and the
advice to make it stronger:
Check out this guidance on
the Features of academic
Try this tutorial on academic
Use of precise
and accurate
Renee's Sociology essay
illustrates the use of precise and accurate language
Try this tutorial on Avoiding
Underlying pedagogy
 Students need to take ownership of their work, to accept and
understand tutor comments to align their work against
learning outcomes
 Formative feedback encourages students to develop their
work to achieve ‘academic literacy’ = writing in the way
required by their discipline
 Role of exemplars to help students ‘see’ what is required by
their subject, also seeing other work helps students to be
objective about their own work.
Activity 2. Feedback template
 In your pairs reverse roles:
 One person to act as the student
 One person to act as Skills Tutor and complete the Feedback
tutorial form during the tutorial.
Our student feedback
on Electronic Links
 Prioritising
 Learning Styles met
 Convenience
I start with one link and work
across the 3 areas recommended.
I liked the quizzes
and interactive
stuff – I learn best
by testing myself!
I made myself
do ten minutes
revision per day
on each of the
I’m much more likely
to use this link than
looking at a study
skills book
 Level/Nature of link
I knew the theory,
so the tutor just
sent me to the
practice site!
When I clicked on
the link, the
information was
just too hard
Student Feedback following session
with Study Skills Advisors
No Response
Handouts 59% 12% 12% 0
2% 15%
Electronic 66% 22% 12% 0
Survey of 2009 sessions on Walsall Campus
Benefits of template
 Clear direction to session
 Useful and organized links for skills tutors to refer to
 Tangible links and email for follow up by students
 Encouraging feedback from students to improve on advice
Over to you
 Please use the post-it notes to offer your perspectives:
Green: aspects of the template you think
will work
Blue: suggestions for improvement
Red: aspects you think will not work
Thank you
 Thank you for your participation in this session, if you would
like more information or to be involved in the research,
please consult the linked webfolio or contact:
 Burke, D. (2007) ‘Getting the most out of feedback:’ in Nutt, D. & Tidd, J. (Eds.) 1st
European FirstYear Experience: Conference April 2006, pp. 36- 49, Teesside, University of
 Falchikov, N. ‘Improving Feedback To and From Students,’ in Knight, P. (Ed.) (1995).
Assessment for Learning in Higher Education, London: Kogan Page, pp. 157- 166.
 Lea, M.R. & Street, B. (1998) Student Writing in Higher Education: an academic
literacies approach, Studies in Higher Education, 23 (2), 157-172.
 MacLellan, E. (2001) Assessment for Learning: the differing perceptions of tutors and
students, Assessment and Evaluation in Higher Education 26(4), 307- 318.
 Race, P. (2001) ‘Using feedback to help students to learn’York: Higher Education Academy.
 Sommers, N. ‘Responding to Student Writing’ College Composition and Communication, Vol.
33, No. 2., 1982, 148 – 156.
 Weaver, M.R. (2006) Do Students value feedback? Student perceptions of tutors’
written response, Assessment and Evaluation in Higher Education, 31(3), 379-394.

Feedback tutorial template Linked learning