Effective Feedback to Small and Large Classes

Abstract

Educational experts appear to be in broad agreement when it comes to the importance of feedback for effective learning. Students benefit from plenty of opportunity and encouragement to express their understanding, and from informed, supportive, possibly challenging, feedback. At the same time, we observe that many students at our university do not find that they receive helpful feedback. One in three engineering students disagree or strongly disagree with the Quality of Teaching questionnaire's "I received helpful feedback on how I was going" in the individual course, and most other disciplines find themselves in a similar situation. For the university as a whole, student responses to this q..