Feedback formats

Feedback can be provided in both written and oral formats, and the choice of format often depends on the context and objectives of the feedback. 

Written feedback offers permanence and clarity. It allows students to revisit comments, reflect at their own pace, and use the feedback as a reference for future work. Written feedback is especially useful for complex tasks where detailed guidance is needed. 

Oral feedback, on the other hand, is immediate and interactive. It can take place during lectures, tutorials, or one-on-one meetings, and often allows for clarification and dialogue. Oral feedback is particularly effective in formative contexts, such as during presentations or practical assessments, where students benefit from real-time input. 

With the increasing integration of digital tools in education, oral feedback can now also be delivered asynchronously through audio or video recordings. For example: 

• Audio feedback can be recorded directly onto assignments using tools like Canvas SpeedGrader or Microsoft OneNote. It allows educators to speak naturally and provide nuanced commentary without the constraints of written language. 

• Video feedback adds a visual layer, enabling teachers to point to specific elements of a student’s work (e.g., in design, coding, or writing) while explaining their comments. Tools like Panopto, or screen recording features in PowerPoint or Teams are commonly used. 

Students often report that audio and video feedback feels more personal and easier to understand than written comments alone. It can also reduce misinterpretation, as tone and emphasis are preserved. However, it’s important to ensure accessibility—for example, by providing transcripts or captions where needed. 

Formal Feedback is structured and often linked to specific assessments or learning outcomes. It is typically recorded and provided at set intervals throughout the course. Examples of formal feedback include feedback on assignments, exams, and other graded assessments. Formal feedback is often considered more authoritative and is crucial for tracking students’ progress over time. It can help students understand where they stand in relation to the course objectives and what they need to do to meet those objectives.   

Informal feedback, by contrast, occurs spontaneously during learning activities. It might take the form of a quick comment during a class discussion, a response in an online forum, or a casual conversation after a lecture. Informal feedback is valuable for building rapport and guiding students in real time, helping them adjust their learning strategies as they go. 

Teacher feedback remains a cornerstone of university education. Owing to teachers’ academic expertise, feedback from teachers is often perceived as more authoritative and valid than peer feedback. In contexts where both teacher and peer feedback are provided, the teacher typically plays a summarising or conclusive role, helping students interpret and act on the feedback received.  

Peer feedback can be integrated into nearly any teaching format. In peer feedback activities, students benefit both from receiving and giving feedback. However, such activities must be carefully structured to ensure that the feedback provided is relevant to the learning objectives of the task. It is important to remember that peer feedback should not become competitive or result in a grade. Instead, it should focus on making constructive suggestions and offering learning support.

Self-feedback encourages students to reflect critically on their own work. Teachers can support self-feedback by providing clear criteria for self-assessment, asking students to identify their strengths and weaknesses, and offering structured opportunities for reflection. When students engage in self-feedback, they deepen their understanding of the content, while also strengthening their ability to engage in self-regulated learning and critical thinking – the skills that will serve them beyond the classroom.  

Individual feedback focuses on a student’s specific performance, offering guidance tailored to this student’s achievements and identifying areas for improvement. Examples include written comments on assignments, automated feedback on quizzes, and one-to-one oral feedback. While ideal, individual feedback may be impractical in large classes due to time and resource constraints. 

Group and whole-class feedback offer scalable alternatives. These formats allow teachers to address common strengths and areas for improvement across a larger number of students. Examples include oral feedback during class discussions, written summaries posted on Canvas, and feedback given during group supervision sessions.