Contents of the course
Feedback-centered education is an important spearpoint in the Educational Vision of our university. In practice, however, making feedback truly effective can be challenging. Students may struggle to interpret feedback, feel overwhelmed by its volume, or have limited opportunities to actively engage in feedback dialogues throughout a course. To address this, both teachers and students need to develop feedback literacy: the ability to recognise, seek and interpret feedback, and make productive use of feedback opportunities. Effective feedback processes should not be add-ons to a course, but an integrated part of the course design. In this course you will receive tools for designing a iterative learner-centred feedback process for your own teaching practice, to better support students’ learning.
You will personally undergo working with a structured five-step feedback process in this hands-on course; you will both design and experience a feedback cycle. This will give you practical insights into how working with a feedback process works from the students’ perspective. This metacognitive approach—supported by relevant theoretical foundations—equips you with concrete tools and strategies to design effective, sustainable feedback practices for your own teaching practice and/or your student supervision.
After having followed this course you:
- Have multiple tools to support students in making sense of feedback, and in actively seeking, providing, and using feedback to guide their own learning.
- Model feedback seeking behavior and sensemaking by asking and using feedback from your students.
- Can design and justify feedback practices using insights from recent research and literature on effective feedback and feedback literacy.
- Have redesigned a part of your own course or thesis- and internship supervision by integrating a coherent and effective cyclical feedback process that supports students’ learning.
Assumed existing prior knowledge
We assume prior basic didactic knowledge, including general knowledge about feedback and constructive alignment (the coherence of learning objectives, learning activities and assessment). If this prior knowledge has faded, please review this information prior to this course. It is of added value if you have already obtained the University Teaching Qualification (UTQ/BKO).
Target audience
Teachers, supervisors or course coordinators who would like to design (and eventually implement) efficient feedback processes within their own course or thesis- and internship supervision. For the best learning outcomes, it is recommended to be actively working on a course design or a supervision process during this course, where you can integrate a feedback process.