CAW LibGuides: Understanding Written Assignment Feedback

What is feedback?

In Carless & Boud (2018), feedback is defined as a process in which learners make sense of comments and use them for enhancement purposes.

There are many types of feedback that can are transferrable to various types of written assignments.  The main ones are:

• Formal – your mark, and comments on summative assignments.
• Informal – written or spoken feedback on draft work.
• Peer – from other students.
• Work related – part of performance reviews/placements/work experience.
• Advice – from friends, family, or employers.
• Data – numbers and statistics.
• Self-reflection – either related to assignments or personal!

It can be difficult to understand what your written feedback means and how to utilise the comments, especially what may seem to be negative ones, to improve and develop your writing.  Receiving positive feedback can act as affirmation of what you are doing well and give you other ideas on how to further develop your writing skills. 

What may seem to be negative feedback can affect your confidence and motivation but it is important to remember it is about your writing and not you as a person. 

Strategies for implementing written assignment feedback

• Look at previous assignment feedback, identify where you got positive feedback, think about how this made you feel more confident in your writing skills.
• If you only have feedback from a current assignment, leave it for a few days and return to it more objectively.  Appendix One in the pdf download at the bottom of the page shows a flowchart example of how to analyse and assess your feedback.
• Identify comments that highlights areas that could be improved.  Take the opportunity to turn these into a positive.  Consider going back to your lecturer to ask them how you could improve for the next time.
• Read through the glossary of feedback terms in the ‘Glossary of Written Assignment Feedback Terms’ document and identify the key points used in your feedback.  This document can be downloaded at the bottom of the page.
• If you have feedback from past assignments, ask yourself whether you feel you have improved on those.  If so, how plan how you can use the improvement your current or next assignment.  If not, what can you do to ensure you can improve?
• Consider your time management and assignment planning.  Make sure you understand and prioritise your assignment planning, evidence research, and writing up and revising your drafts.

Improvement Action Plan

• Develop an action plan incorporating both the positive feedback you have received as well as areas to improve on.  A suggested template is below.
• Considering adding to the plan across all assignments throughout your studies.  It will help you review how well you are improving and identify improvement areas that may need prioritising.

Area to Improve	Action Needed	Who can help?

 

 

References

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.

CAW offers writing development workshops across all genres of academic writing, including ‘Using Written Assignment Feedback to Develop your Writing’ that can provide additional support and guidance during your writing process.  To view available workshops and book online, visit: https://libcal.coventry.ac.uk/calendar/caw