Jacqueline Goulbourne

Corrective feedback can be both ineffective and harmful to students’ emerging academic identities (Bitchener and Knoch, 2010; Pitt and Norton, 2017). We know that good feedback is ‘timely, and actionable’ yet it’s sometimes frustrating when students either ignore it, or perceive your feedback as punitive rather than formative. This practical five-minute talk will introduce three key features of good feedback and brief tips to improve your feedback on student work so that it is genuinely developmental.