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H Form Feedback

This document provides suggestions to improve feedback between lecturers and students. It defines feedback as evaluations and comments from lecturers on student work and limited informal feedback from students to lecturers. The purpose is to suggest improvements to feedback, not reinvent existing approaches. Suggestions are given for both student feedback to lecturers and lecturer feedback to students. For student feedback, the document recommends using a structured "H form" in small groups to provide constructive comments. For lecturer feedback, it stresses the importance of being specific, timely, and tailored to individual students.

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116 views3 pages

H Form Feedback

This document provides suggestions to improve feedback between lecturers and students. It defines feedback as evaluations and comments from lecturers on student work and limited informal feedback from students to lecturers. The purpose is to suggest improvements to feedback, not reinvent existing approaches. Suggestions are given for both student feedback to lecturers and lecturer feedback to students. For student feedback, the document recommends using a structured "H form" in small groups to provide constructive comments. For lecturer feedback, it stresses the importance of being specific, timely, and tailored to individual students.

Uploaded by

luke_mclachlan
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Improving Feedback

Definition of Feedback

Within the context of this document ‘feedback’ will only be considered as:
• A Lecturer providing verbal and written evaluation and comment regarding a students
work.
• A student giving limited and informal feedback to Lecturers regarding class and
assessment.

Purpose

Feedback has a desirable effect on instruction. The purpose of this document is not to reinvent
the wheel, but to provide suggestions to the Lecturers of Leadership and Management to
improve feedback in their teaching.

Method

This document is based on the research and experience of Ian Cameron, Keith Inkster, and
Peter Bainbridge.

Suggestions

The following will be broken in to Student to Lecturer and Lecturer and Student Feedback
sections.

Student to Lecturer Feedback

Without detracting from the CES, students can be give feedback to the lecturer in a way that
is engaging and reflective. This will help foster positive judgments and the feeling that
students have said what they want to say.

One method for feedback is an H form. This can be done in groups of 4-5. An ‘H’ shape is
drawn on paper. The question to be addressed is written at the top. The left side of the ‘H’ is
used to list negative comments, the right side for positive comments, the centre for means of
improvement and the horizontal bar is used for a quantitative ranking (0-10). Students are
given 15 minutes (or less if appropriate) to complete. Comments are recorded (see Figure 1).
This is ideal for group reflection and should be focussed on understanding and the
improvement of teaching. It is ideally done at the end of a topic or task and may be done 3 or
4 times a semester. But it can be done more often. It may be a good idea to mix it up a bit, for
example girls do it one week and boys the next. This can create some competition. It is
important that the students feel that their comments are listened to and acted upon, so they are
engaged in the process.

Lecturer to Student Feedback

Individual feedback to students must:


• Not be vague or general
• Not focus on the negative, but give positive feedback where deserved
• Give guidance
• Be specific to marking criteria
• Be related to learning outcomes and the content of the work
• Be timely

Students like prose when receiving feedback and one option for giving this to them in a
structured manner is by creating a ‘scaffold’. This is done by creating a preformatted structure
to fill in that will ensure that the marker addresses prepared criteria. This can be filled in
while marking, printed off, cut up and stapled to the students work (see Figure 2: Example of
scaffold before and after). This scaffold may also be presented as a table with items to check
off.

It is important to be aware that students may feel that they are receiving the same feedback, so
the scaffold needs to be customised to each student in order to avoid this. It is also important
to note that the scaffold in Figure 2 is in not a template as there needs to be alignment
between learning outcomes, the task and the marking schedule.

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