Workshop 3A: Reading Activity: Assessment and Feedback
‘Could do Better?’: students’ critique of written feedback by Kate Brooks
Institution: University of the West of England, Bristol
Summary:
This article explores students’ experiences with summative written feedback in the Humanities, particularly at the University of the West of England. Brooks highlights a fundamental mismatch between students’ expectations and tutors’ perceptions of feedback. While students frequently express a desire for “more feedback,” research suggests they often struggle to use it effectively. The article critiques the current assessment and feedback structures and suggests that students need encouragement to engage more deeply in their learning journeys rather than simply receiving more feedback.
Brook’s study identifies 3 dominant themes in students’ critiques of feedback:
- Content of the feedback
- The feedback exchange (How feedback is given)
- The role of one-to-one tutorial
Potential Solutions and Reflections
Brooks suggests that the current feedback system inadvertently encourages superficial engagement with learning. Some ways to address this include:
- Incorporating peer review: Inspired by Art and Design disciplines, where students critique each other’s work, fostering a sense of shared learning.
- Reframing feedback as an ongoing dialogue rather than a final judgment: Providing more opportunities for students to ask questions and clarify feedback.
- Encouraging students to take ownership of their learning: Rather than just “delivering” feedback, tutors should guide students in reflecting on their work.
Why I Chose This Article?
I wanted to understand how students respond to feedback, even though this study focuses on Humanities rather than Art and Design. I assumed there would be common themes across disciplines, particularly regarding students’ reflections on feedback.
I run 1-to-1 support sessions where students can book an hour to work on their specific issues or projects. Many students bring in their tutors’ feedback, expressing confusion about what it actually means.
One common frustration students share in my one-to-one sessions is the vagueness of feedback, they struggle to understand what is expected of them and how to improve their work. Brooks (2008) captures this frustration well: “Sometimes you get a vague handwritten comment like ‘expand on this’ – well, what does that mean? If I knew, I would have done! Identifying the problems isn’t the same as helping you solve them.” (p. 2). This highlights a key issue: feedback needs to be more than just identifying gaps—it should provide clear, actionable guidance that helps students develop their work.
Moving forward, I want to refine how I provide feedback in my own teaching, ensuring that it is structured, constructive, and helps students engage in meaningful reflection.
Regardless of how many issues they have in their work, the purpose of teaching and learning should be to inspire students, guide them in the right direction, and encourage problem-solving and critical thinking. However, to do this effectively, we need to show them how to approach improvement, rather than just pointing out what’s wrong.
What I Found Interesting?
Since this article was written in 2008, some of the concerns may no longer be relevant. For example, handwritten feedback is no longer an issue at UAL, as feedback is now entirely digital. Also, feedback isn’t given in front of everyone anymore—students view their grades and comments privately on the Portal.
However, what really interests me is the emotional impact of feedback. I strongly believe that building a positive connection with students plays a huge role in their learning experience. Feedback isn’t just about improving technical skills—it also shapes motivation, confidence, and engagement. I’d love to explore this further and understand how fostering positive tutor-student relationships can enhance learning outcomes.
Another key area I want to develop is peer review. Research suggests that peer-to-peer feedback helps students improve their learning experience,
reinforce their knowledge, and
Be more reflective and engaged in their work (Reference see Case study 2).
This is something I plan to implement in my own practice.
What Actions This Has Inspired?
I’m not part of the course assessment team, so I don’t have experience in giving summative feedback for assessments. However, I provide 1-to-1 support sessions for students in Adobe software, CLO3D, and portfolio reviews.
What I want to focus on now is how to refine my feedback approach within these sessions. Instead of just offering solutions, I want to help students engage with feedback in a more meaningful way, encouraging self-reflection and problem-solving skills.
Some things I’d like to explore further:
- How to make 1-to-1 feedback more structured and actionable,
- How to balance emotional support with constructive critique
- How to integrate peer review into my teaching practice.
This article has helped me reflect on my current approach and identify areas where I can improve to better support my students. Below is the reading list that I would like to look into further:
Mitigating emotional barriers to feedback encounters and dialogue (in law schools) Authors: Fae Garland and Luke D. Graham
Summary: This article develops a typology categorizing how negative emotions can act as barriers to effective feedback dialogues. It offers strategies for educators to recognize and mitigate these emotional barriers, fostering a more constructive feedback environment. Link
Developing Students’ Ability to Construct Feedback”
Authors: Dr. David Nicol and colleagues at the University of Glasgow
Summary: This paper explores methods to enhance students’ skills in both giving and receiving feedback. It emphasizes the importance of self and peer assessment in fostering a deeper understanding of quality work and promoting self-regulated learning. Link
Reference:
Kate Brooks (2008) ‘“Could do Better?”: students’ critique of written feedback’, Art/Design/Media Subject Centre [PDF].