Feedback is an essential instrument in the student’s learning process and unfortunately often forgotten. Feedback is important for diminishing uncertainty. It is not enough to know if your performance is good or bad, it is not enough to know if your answers are right or wrong. You need to know why. And even more important, if your answers in class are wrong and you do not know because nobody is telling you, you carry on with incorrect understanding and knowledge and insufficient competencies. Giving feedback creates an opportunity for learning which exists in no other activities. When you leave feedback undone, you steal potential learning from your students.
On this site, you will find descriptions of different types of feedback activities used at CBS. Read below about their individual practices and potentials, and reflect upon how they can be implemented in your course. If you need help describing feedback activities in your course, go to this guide.
Looking for inspiration for feedback activities in your course?
Take a look in CBS’ Feedback catalogue here, where teachers explain their feedback practices in large, small and blended classes: Feedback Catalogue
Need support or want to talk to a Teaching & Learning consultant about feedback?
Write an e-mail to learning consultant Ida Marie Malmkjær at firstname.lastname@example.org or call at +45 41 85 22 42.