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Issues To Consider When Selecting and Administering Feedback Activities

What to think about when deciding the activities to use

  • Which of the feedback activities interest me and why?
  • Which of the feedback activities seem most conducive to my teaching style and my students' style? Why?
  • How will I incorporate these into my courses?
  • How will I discuss the results with students such that I am comfortable?
  • How can I assure students I am open to listening to their feedback?

In order for feedback to lead to improvement, it should...

  • tell you something you didn't know.
  • be of value to you so that you want to improve.
  • include how to improve.

Initially, Students may be reluctant to give feedback...

  • for fear of retribution.
  • because they are not accustomed to being asked for their input on a regular basis.
  • because it may conflict with how they perceive their role in class.

More to consider

  • Ownership increases acceptance, therefore, when instructors are involved in designing the feedback tool, they are more likely to improve their teaching to enhance learning.
  • Multiple perspectives or sources increase the credibility of the feedback.
  • The more evidence collected, the more likely common themes will emerge.
  • Do not ask for feedback before or after a midterm/final exam, unless it is regarding the exam.


Huba, M.E, and J.E. Freed. Centered Assessment on College Campuses: Shifting the Focus from Teaching to Learning. Needham Heights: Allyn and Bacon, 2000. Print.

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