Journal: Innovations in Education & Teaching International Author: Sarah Quinton; Teresa Smallbone Publication Date: Feb 2010 Volume Number: 47 Issue: 1 Page Numbers: 125-135
Description: It is recognised that engagement by the student in reflection is a vital part of learning. Quinton and Smallbone, writing in Innovations in Education and Teaching International (2010, 47: 125-135), propose a means of using feedback as a vehicle for encouraging greater student reflection. The model adopted recognises the need for students to engage with feedback, to reflect on it and to feed forward to the next assessment. Quinton and Smallbone returned assignments to students with feedback and asked three questions to which they had to respond on paper. The first question ‘What do I feel about this feedback?’ asked students to focus on the emotional response to the feedback and the associated mark. This was designed to recognise students’ positive or negative emotions. By writing their feelings down, students were encouraged to separate their emotional response to the feedback from rational thought and begin to reflect. The second question ‘What do I think about this feedback?’ encouraged the students to be analytical about the feedback. This involved evaluation and analysis by the student. The third question ‘Based on this feedback what actions could I take to improve my work for another assignment?’ encouraged further reflection by the student with the aims of improving their practice in the future and self-development. Students were encouraged to make two copies of their responses, to keep one copy and to return the other to the teacher. In the paper, examples are given of the students’ response to the feedback. The authors believe, based on their experience, that this simple model of experiential learning will enable students to develop useful reflective habits.

SUBMITTED BY: Ronald Harden
Support links: Feeding forward: using feedback to promote student reflection and learning - a teaching model