Inspired by Winstone’s Designing effective feedback processes in higher education, the focus shifts from cognitivism (we tell students what can be improved) to social constructivism (we create meaning and action perspectives together). This means multiple feedback moments embedded in the course design, in which not only the lecturer but also fellow students play a role. Feedback becomes more than by-product of assessment, rather a crucial driver of learning. Below you will find three tips to help shape this new feedback practice.
Tip 1: increase the value of the feedback process
You can increase the value of the feedback process by starting with shared language. Students and lecturers need to use the same concepts and have the same expectations. Clearly formulated learning objectives are important here, as they provide direction, structure, and a shared frame of reference. See also the didactic tip on focus goals.
In addition, it is important that responsibility for the feedback process is shared. Students are not passive recipients. Encourage them to actively ask questions, reflect, and set priorities. For example, you can ask students to share received feedback with one another and discuss it using guiding questions such as: what does the lecturer mean exactly? What priority should I give this feedback? How could I implement the suggested improvement? Explain to students what you are doing, why you are doing it, and what they themselves can contribute.
Finally, feedback only has value if it leads to action. Make explicit which follow-up steps students can take, and help them organize these in a structured way.
Tip 2: acknowledge the emotional impact of feedback
Feedback does not only affect the work, but often also the person who produced it. Negative feedback can evoke strong disappointment, or responses of misunderstanding or even despair. Positive feedback can also be perceived negatively, for example: “This is good, but it would be better if…”. This calls for attention to the emotional dimension of feedback. It helps students learn to accept feedback, even when it conflicts with their self-image as a student or as a developing professional.
A well-functioning feedback process therefore also requires attention to emotional regulation. Create a climate in which open communication is normal, defensive reactions are recognized and redirected, and students learn to distinguish between emotional and rational responses to feedback. This helps them see feedback not as personal criticism, but as a valuable building block for growth.
The example below shows how you can apply emotional regulation as a lecturer:
During a Research Practicum, students give their first major presentation. As a lecturer, you give the following feedback on Lisa’s presentation skills: “Your content is well supported. But we can follow you better if you speak a bit more slowly, and you could connect more with the audience by making more eye contact.” Lisa responds defensively: “I was just nervous, that’s normal, right? And I did make eye contact!” The lecturer takes the following steps to help regulate her emotions:
- The lecturer acknowledges the emotion: “I understand that this is difficult to hear. Presenting is nerve-racking, and it takes courage to do it. Take a moment.”
- The lecturer redirects the defensive response. Instead of entering into a discussion, the lecturer asks: “What went through your mind when you received this feedback?” Lisa says: “It feels like all my preparation was for nothing.” The lecturer responds: “I understand that. But is that really true? Your content was strong, that was not for nothing.”
- The lecturer helps to distinguish between emotion and reason. The lecturer introduces a simple technique: “Let’s separate the two for a moment. What is your emotional response to this feedback, and what can you do with it in practical terms?” Lisa reflects: “Emotionally, it feels like I failed. But rationally… I can practice speaking more slowly.”
- The lecturer frames feedback as a building block. The lecturer responds: “Exactly. This is not a judgement of you as a person. It is feedback that helps improve your work. What can you practice to speak more slowly and make more eye contact next time?”
Tip 3: encourage action
Feedback only has impact when students actually act on it. This requires motivation, space, and flexibility in the course design. Make sure students have opportunities to practise skills again, improve products, and adjust learning strategies. This sometimes means allowing more flexibility in contact moments or deadlines to make revision possible.
In addition, students need support in understanding the feedback: what does it mean exactly? Why is it important? And how to translate it into concrete improvement actions? As a lecturer, you can guide this process by narrating your thought process, and by asking questions that provide direction. Learn how to do this in the didactic tip ’Constructive feedback? Ten tips!’