New Feedback Taxonomy

Feedback Taxonomy

Who exchanges (gives & gets) feedback?

... for what purpose?

... about what?

Info & How to

• The aim of the feedback taxonomy is to guide and inspire educators to incorporate feedback into curriculum planning, course and task design.
• By clicking on the different buttons, a variety of options for pedagogical feedback designs will unfold.
• Feel free to explore them!

When & how often?

Video manual

... by using what modes and media?

Sprache ändern (Deutsch)

Note & Contact

List ofReferences

How do they interact? (incl. training & follow-up)

How to cite this website: Schluer, J. (2024). Feedback taxonomy (interactive web version). https://tinyurl.com/FeedbackTaxonomy/. Last update: 21/08/2024

Mentor

Group of Teachers

Tutor

Teacher

Feedback Provider

Who gives feedback?

• By clicking on a button, you will obtain further details and inspirations.

Student Peer

Learner/ Student

Group of Student Peers

Group of Learners/ Students

General Considerations

Supervisor/ External Expert

Affinity Group

Technology

Self

Feedback Provider

Reflective Questions for Pedagogical Design

How many persons will provide feedback?

Number

Which status will the feedback provider have?

Status

Will there be any training for the feedback provider?

Training

Will the feedback provision be assessed, evaluated or graded?

Assessment

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having only one feedback provider?

To what extent does the feedback provider demonstrate empathy towards the learners?

How effective is the feedback provider in communicating their observations and suggestions?

How well does the feedback provider's approach align with the overall goals of the learning experience?

To what extent is the feedback provider competent in providing feedback to a diverse group of learners (e.g. culturally)?

Teacher

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having more than one feedback providers?

To what extent do the feedback providers demonstrate empathy towards the learners?

How effective are the feedback providers in communicating their observations and suggestions?

How well do the feedback providers' approaches align with the overall goals of the learning experience?

To what extent are the feedback providers competent in providing feedback to a diverse group of learners (e.g. culturally)?

Group of teachers

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having mentors as feedback providers?

To what extent does the mentor demonstrate empathy towards the learners?

How effective is the mentor in communicating their observations and suggestions?

How well does the mentor's approach align with the overall goals of the learning experience?

To what extent is the mentor competent in providing feedback to a diverse group of learners (e.g. culturally)?

Mentor

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having tutor as the feedback provider?

To what extent does the tutor demonstrate empathy towards the learners?

How effective is the tutor in communicating their observations and suggestions?

How well does the tutor's approach align with the overall goals of the learning experience?

To what extent is the tutor competent in providing feedback to a diverse group of learners (e.g. culturally)?

Tutor

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having a student peer as the feedback provider?

To what extent does the student peer demonstrate empathy towards the learner?

How effective is the student peer in communicating their observations and suggestions?

How well does the student peer's approach align with the overall goals of the learning experience?

To what extent is the student peer competent in providing feedback to a diverse group of learners (e.g. culturally)?

Student Peer

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having groups of student peers as the feedback providers?

To what extent do the student peers demonstrate empathy towards other learners?

How effective are the student peers in communicating their observations and suggestions?

How well do the student peers' approaches align with the overall goals of the learning experience?

To what extent are the student peers interculturally competent in providing feedback within/ to heterogeneous groups?

Group of Students/ Peers

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having a learner/ student as the feedback provider?

To what extent does the learner/ student demonstrate empathy towards the learners?

How effective is the learner/ student in communicating their observations and suggestions?

How well does the learner's/ student's approach align with the overall goals of the learning experience?

To what extent is the learner/ student competent in providing feedback to a diverse group of learners (e.g. culturally)?

Learner/ Student

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having group of learners/ students as the feedback providers?

To what extent do the group of learners/ students demonstrate empathy towards the learners?

How effective are the group of learners/ students in communicating their observations and suggestions?

How well do the group of learners/ students' approaches align with the overall goals of the learning experience?

To what extent are the group of learners/ students competent in providing feedback to a diverse group of learners (e.g. culturally)?

Group of Learners/ Students

Feedback Provider

Reflective Questions for Pedagogical Design

How can you scaffold the self-feedback process for learners?

How can you help learners gain confidence in self-feedback?

How can self-feedback be aligned with individual learners' goals and aspirations?

How does the self-feedback process contribute to the development of a growth mindset?

How can self-feedback be combined with other feedback sources?

Self

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having supervisors/external experts as the feedback providers?

In what contexts and for what tasks would it make sense to have external experts as the feedback providers?

How will the external experts interact with the students and teacher?

In how far might teachers and students interact differently when external experts or supervisors are involved?

Supervisor/ External Expert

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having an affinity group as the feedback provider?

What challenges do you see with regard to affinity groups as feedback providers?

In what contexts and for what tasks would it make sense to have an affinity group as the feedback provider?

Affinity Group

Feedback Provider

Reflective Questions for Pedagogical Design

How interactive is the feedback system, and does it promote student engagement?

How do the technology-assisted feedback mechanisms align with the overall learning objectives?

How could you help learners recognize the affordances and challenges of technology as the feedback provider?

How could you support learners in seizing technologies as feedback providers, especially in the age of AI?

Technology

Feedback Provider

Reflective Questions for Pedagogical Design

What are advantages of having only one feedback provider?

How many persons will provide feedback?

To what extent does the feedback provider demonstrate empathy towards the learners?

How effective is the feedback provider in communicating their observations and suggestions?

How well does the feedback provider's approach align with the overall goals of the learning experience?

To what extent is the feedback provider competent in providing feedback to a diverse group of learners (e.g. culturally)?

Feedback Provider

Reflective Questions for Pedagogical Design

Which status will the feedback provider have?

What level of authority and influence does the feedback provider have in the learning process?

How does the feedback provider recognize and acknowledge the existing expertise of the learners?

How does the feedback provider balance their authority as an expert with collaborative and inclusive approaches to learning?

How closely aligned is the expertise of the feedback provider with the subject matter or skills being assessed?

Feedback Provider

Reflective Questions for Pedagogical Design

How much time will you spend on training the feedback providers?

Will there by any training for the feedback provider?

Will the training occur only once before the feedback process starts? Will there be in-process coaching of the feedback providers?

Who will design and conduct the training (e.g. teachers, peers)?

What are the foci of the feedback training (e.g. linguistic, content-wise, cultural, interpersonal, affective, technological)?

What materials will you use to train the feedback providers? (e.g. handouts, video tutorials, live demonstrations)

Feedback Provider

Reflective Questions for Pedagogical Design

What criteria will be used to assess the quality and effectiveness of feedback provision?

Will the feedback provision be assessed, evaluated or graded?

Who will determine or negotiate (co-create) these criteria?

Is the assessment of feedback provision primarily formative, summative, or a combination of both?

How timely is the assessment of feedback provision, and how does the timing impact the improvement cycle?

How can consistency be maintained in the assessment of feedback provision, especially when multiple providers are involved?

Who will assess the feedback provision (e.g. teacher, peers)?

Teacher

Student Peer

Group of teachers

Feedback Recipient

To whom is feedback given?

• By clicking on a button, you will obtain further details and inspirations.

Learner/ Student

Group of learners/ students

Group of student peers

General Considerations

Study Program Coordinators

External Expert

Fictional Person

Self

Feedback Recipient

Reflective Questions for Pedagogical Design

How many persons will receive feedback?

Number

Which status will the feedback recipient have?

Status

Will there be any training for the feedback recipients?

Training

Will the feedback reception be assessed, evaluated or graded?

Assessment

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of having only one feedback recipient?

Which status will the feedback recipient have?

Will there be any training for the feedback recipient?

Teacher

(How) will the feedback recipient's performance be assessed, evaluated or graded?

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of having more than one feedback recipient?

Which status will the feedback recipients have?

Will there be any training for the feedback recipients?

Group of teachers

(How) will the feedback recipients' performance be assessed, evaluated or graded?

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of having only one student peer?

Which status will the student peer have?

Will there be any training for the student peer?

Student Peer

(How) will the student peer's performance be assessed, evaluated or graded?

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of having more than one student peer?

Which status will the student peers have?

Will there be any training for the student peers?

Group of student peers

(How) will the student peers' performances be assessed, evaluated or graded?

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of having only one learner/student?

Which status will the learner/student have?

Will there be any training for the learner/student?

Learner/ Student

(How) will the learner's/student's performance be assessed, evaluated or graded?

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of having more than one learner/student?

Which status will the group of learners/students have?

Will there be any training for the group of learners/students?

Group of learners/ students

(How) will the group of learners'/students' performance be assessed, evaluated or graded?

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of having self as the feedback recipient?

What prior training might be required?

Will you provide scaffolding, and if so in what ways?

Will you combine self-feedback with other feedback directions or feedback sources?

Self

(How) will the self-feedback be assessed, evaluated or graded?

Feedback Recipient

Reflective Questions for Pedagogical Design

Which status will the external expert have?

Will there be any training for the external expert?

(How) will the external expert's performance be assessed, evaluated or graded?

External Expert

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of having study program coordinators as the feedback recipient?

Will there be any training for the study program coordinators?

(How) will the study program coordinators' performance be assessed, evaluated or graded?

Study Program Coordinators

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of a fictional person as the feedback recipient?

For what tasks might it make sense to have fictional persons as feedback recipients?

In what ways could fictional persons as feedback recipients be useful for feedback training?

How can technology be utilized for such purposes?

Fictional Person

Feedback Recipient

Reflective Questions for Pedagogical Design

To what extent and in what ways will the feedback recipients be trained?

Will the training be conducted once or for how long? Will there also be ongoing coaching?

Was there any training for the feedback recipients?

Who will design and conduct the training (e.g. teachers, peers)?

What are the foci of the feedback training (e.g. linguistic, content-wise, cultural, interpersonal, affective, technological)?

How can you find out whether the training was effective? How could this be measured (e.g. revisions, action plans)?

Feedback Recipient

Reflective Questions for Pedagogical Design

What are advantages of having only one feedback recipient?

How many persons will receive feedback?

To what extent does the feedback recipient rely on empathy from the feedback provider?

How effective is the feedback recipient in communicating their needs and wishes?

How well does the feedback recipient's attitude align with the overall goals of the learning experience?

To what extent is the feedback recipient culturally competent in receiving feedback from a feedback provider of a different cultural background?

Feedback Recipient

Reflective Questions for Pedagogical Design

What level of authority and influence does the feedback recipient have in the learning process?

Which status will the feedback recipient have?

How does the feedback recipient recognize and acknowledge the existing expertise of the feedback provider?

How does the feedback recipient balance the feedback provider's authority as an expert with their own autonomy?

How closely aligned is the expertise/previous knowledge of the feedback recipient with the subject matter or skills being assessed?

Feedback Content

What does the feedback refer to?

• By clicking on a button, you will obtain further details and inspirations.

Course/University experience

Product

Process

General Considerations

Feedback Content

Reflective Questions for Pedagogical Design

What are the assessment criteria for product?

What are the assessment criteria for process?

Is there a central evaluation survey that your university utilizes?

Will the evaluation be paper-based or online?

Feedback Content

Reflective Questions for Pedagogical Design

What are the assessment criteria for written products?

What are the assessment criteria for multimedial products?

What are the assessment criteria for verbal contributions?

What are the assessment criteria for tests/quizzes?

Product

Feedback Content

Reflective Questions for Pedagogical Design

What are the assessment criteria for individual learning process?

What are the assessment criteria for teamwork process?

What are the assessment criteria for (learners'/ teachers') interactions?

Will the feedback focus on the recipients' interaction? In what ways (e.g. linguistic aspects)?

Is the feedback directed at the recipients' individual working processes?

Process

Is the feedback directed at a collaborative work among multiple feedback recipients?

Feedback Content

Reflective Questions for Pedagogical Design

How can you obtain feedback on the learning environment How does the feedback align with your expectations?

How can you obtain feedback on the learning contents? How does the feedback align with your expectations?

Reflective Questions for Pedagogical Design

How can you obtain feedback on the course design? How does the feedback align with your expectations?

How can you obtain feedback on assessment/ grading? How does the feedback align with your expectations??

How can you obtain feedback on communication/ interaction? How does the feedback align with your expectations??

How closely does the feedback content align with the learning objectives of the course?

Will there be effort put towards creating a comfortable and safe learning environment for the recipients to accept feedback?

Course/University experience

How might assessment and feedback impact the recipient's learning process and motivation?

Feedback Content

Reflective Questions for Pedagogical Design

Language and style

Structure

Content

What are the assessment criteria for product?

Formalities (e.g. citation, layout)

Originality/ Creativity

Feedback Content

Reflective Questions for Pedagogical Design

Attitudes & views (self-reflection)

Learning process

Learning activities

What are the assessment criteria for process?

Performance

Ability to work in a team

Learning support

Correction

Activation

Motivation

Feedback Purpose

What is the purpose of the feedback?

Improvement of the (feedback) methodology/ training

Promotion of multi-perspectivity

Promotion of feedback competencies

• By clicking on a button, you will obtain further details and inspirations.

Improvement of teaching/ teaching skills

General Considerations

Study program evaluation/ accreditation

Increase of transparency/ assessment

Collection of information

Feedback Purpose

Reflective Questions for Pedagogical Design

What are specific aims or intended outcomes?

Will the specific aims or intended outcomes be made clear to the recipient(s)?

Can the feedback objectives be measured?

Is the feedback purpose objective and clear?

Feedback Purpose

Reflective Questions for Pedagogical Design

How can you point out the wrong/ correct answers?

How can you increase the quality/improvement in performance through corrections?

How can you display misconceptions and help learners in resolving them?

Correction

Feedback Purpose

Reflective Questions for Pedagogical Design

How can you support problem solving & revision processes?

How can you promote students' learning success/comprehension?

How do you learn from (your own or others') mistakes?

How do you promote self-regulation/ learning behaviour?

How do you promote reflexivity & self-evaluation?

Learning support

How do you gather practical experience (e.g. language practice)?

Feedback Purpose

Reflective Questions for Pedagogical Design

How do you promote postive attitudes & perceptions?

How do you foster motivation/ encouragement?

How do you develop self trust/ external trust?

What specific dimensions of motivation/ trust/ attitudes do you strive to develop (e.g. self-trust in students' linguistic abilities?)

Motivation

Feedback Purpose

Reflective Questions for Pedagogical Design

How do you promote participation (of the learners)?

How do you promote interaction (between feedback providers and recipients)?

How can you sustain students' active participation & their continued interactions throughout the feedback process?

Activation

Study program evaluation/ accreditation

Increase of transparency/ assessment

Collection of information

Feedback Purpose

Reflective Questions for Pedagogical Design

What are specific aims or intended outcomes?

How will you foster that kind of multi-perspectivity? What kinds of (feedback) tasks might be suitable for this?

How will you formulate your feedback so that it might foster students' multi-perspectivity?

Promotion of multi-perspectivity

Study program evaluation/ accreditation

Increase of transparency/ assessment

Collection of information

Feedback Purpose

Reflective Questions for Pedagogical Design

What are possible ways to promote feedback competencies?

What are specific aims or intended outcomes?

Do you want to focus on seeking, providing, or utilizing feedback?

What linguistic feedback skills need to be developed?

What (inter-)cultural feedback competencies need to be developed?

Promotion of feedback competencies

Study program evaluation/ accreditation

Increase of transparency/ assessment

Collection of information

Feedback Purpose

Reflective Questions for Pedagogical Design

How can the (feedback) methodolgy/ training be improved?

Who is responsible for the improvement of the (feedback) methodology/ training?

What are specific aims or intended outcomes?

Improvement of the (feedback) methodology/ training

Study program evaluation/ accreditation

Increase of transparency/ assessment

Collection of information

Feedback Purpose

Reflective Questions for Pedagogical Design

How can the improvement of teaching/ teaching skills be assessed?

How can teaching/ teaching skills be improved?

What are specific aims or intended outcomes?

Improvement of teaching/ teaching skills

Study program evaluation/ accreditation

Increase of transparency/ assessment

Collection of information

Feedback Purpose

Reflective Questions for Pedagogical Design

What are the possible ways to evaluate a study program?

What are specific aims or intended outcomes?

What are the advantages and challenges of evaluating study programs?

How can the study program evaluation/ accreditation procedures be improved?

Study program evaluation/ accreditation

Study program evaluation/ accreditation

Increase of transparency/ assessment

Collection of information

Feedback Purpose

Reflective Questions for Pedagogical Design

How can you collect information about (learners') attitudes and motivations?

How can you obtain information about the learning process and learning gain?

How can you design feedback activities for the joint construction of knowledge?

Collection of information

Feedback Purpose

Reflective Questions for Pedagogical Design

How can the transparency/assessment be improved?

What are specific aims or intended outcomes?

How can the increase of transparency be evaluated?

Increase of transparency/ assessment

Feedback Purpose

Reflective Questions for Pedagogical Design

Display of misconceptions

Pointing out the wrong/ correct answers

Promotion of learning success/ comprehension

Support in problem solving & revision processes

Increase in quality/ improvement in performance

Promotion of self- regulation/ learning behaviour

Learning from (your own or others') mistakes

Promotion of attitude & perception

Promotion of reflexivity & self- evaluation

Gather practical experience (e.g. language practice)

What are specific aims or intended outcomes?

Promotion of motivation/ encouragement

Promotion of participation (of the learners)

Promotion of self/ external trust

Promotion of interaction

About attitudes and motivations

Joint construction of knowledge

About learners

Feedback Media

How is feedback provided?

Oral/Audio

Written/Visual

Audio-visual/ multimodal

• By clicking on a button, you will obtain further details and inspirations.

General Considerations

Written/Visual

Feedback Media

Reflective Questions for Pedagogical Design

How is feedback provided?

How can feedback media impact the effectiveness of feedback for different types of learners?

What are the advantages and disadvantages of using different types of feedback media?

Feedback Media

Written/ Visual

Is the feedback written on paper?

Is the feedback provided via e-mail (e-mail text and/ or attachment)?

Is the feedback provided as an electronic file (and what type of file)?

Is the feedback provided through a quiz survey?

Is the feedback provided through a text/chat message?

Is the feedback provided through a posting/comment?

Written/Visual

Is the feedback provided through correction/evaluation software?

Feedback Media

Oral/ Audio

Is the feedback provided via a phone call?

Is the feedback provided through voice mail/audio recording?

Is the feedback provided through bug-in-ear technology?

Oral/Audio

Feedback Media

Audio-Visual/ Multimodal

Is the feedback provided during a physical meeting?

Is the feedback provided through video message/recording?

Audio-visual/ multimodal

Not Anonymous

Anonymous

Standardized

Personalized

Feedback Mode

In what manner is feedback exchanged?

• By clicking on a button, you will obtain further details and inspirations.

Criteria-focused

Not criteria-focused

Asynchronous

Synchronous

General Considerations

Implicit/ indirect

Explicit/ direct

Feedback Mode

Reflective Questions for Pedagogical Design

In what specific context does the feedback exchange occur?

How does the nature of the learning environment influence the dynamics of feedback exchange?

How is feedback provided?

In what language(s) will the feedback exchange take place? How proficient are the learners in that language? Will you provide any training, scaffolding and coaching regarding linguistic aspects of feedback communication?

Feedback Mode

Audio-Visual/ Multimodal

Is the feedback personalized?

What are the advantages of personalized feedback?

How can you make your feedback messages more personalized?

What feedback modes or technologies could help to make the feedback more personalized?

Personalized

Feedback Mode

Audio-Visual/ Multimodal

Is the feedback standardized?

What are the advantages of standardized feedback?

How can you make your feedback messages more standardized?

What feedback modes or technologies could help to make the feedback more standardized?

Standardized

What are potential challenges or disadvantages of standardized feedback?

Feedback Mode

Audio-Visual/ Multimodal

Is the feedback anonymous?

What are the advantages of annymous feedback?

How can you make your feedback messages anonymous?

What feedback modes or technologies could help to make the feedback anonymous?

How will the language use differ from non-anonymous feedback?

Anonymous

What are potential challenges or disadvantages of anonymous feedback?

Feedback Mode

Audio-Visual/ Multimodal

Is the feedback non-anonymous?

What are the advantages of non-anoymous feedback?

What are potential challenges or disadvantages of non-anonymous feedback?

What feedback modes or technologies could you use for non-anonymous feedback?

Not Anonymous

Feedback Mode

Audio-Visual/ Multimodal

Is the feedback synchronous?

What are the advantages of synchronous feedback?

What are potential challenges or disadvantages of synchronous feedback?

What feedback modes or technologies could you use for synchronous feedback?

Synchronous

Feedback Mode

Audio-Visual/ Multimodal

Is the feedback asynchronous?

What are the advantages of asynchronous feedback?

What are potential challenges or disadvantages of asynchronous feedback?

What feedback modes or technologies could you use for asynchronous feedback?

Asynchronous

Feedback Mode

Audio-Visual/ Multimodal

Is the feedback based on certain assessment criteria?

Which assessment criteria are relevant for the task and learning goal?

What are the advantages of criteria-focused feedback?

What are potential challenges or disadvantages of criteria-focused feedback?

What techniques, tools or technologies could assist you in making the feedback criteria-based?

Criteria-focused

Feedback Mode

Audio-Visual/ Multimodal

What are the advantages of unfocused feedback?

What are potential challenges or disadvantages of unfocused feedback?

Not criteria- focused

Feedback Mode

Audio-Visual/ Multimodal

In what language(s) will the feedback exchange take place? How proficient are the learners in that language?

What are the advantages of implicit/ indirect feedback? How do learners perceive/ understand it?

What are potential challenges or disadvantages of implicit/ indirect feedback? Will you guide learners in negotiating those challenges?

How might the choice of a particular communication mode/ medium/ tool affect the (in)directness of the language use in feedback exchanges?

Will you provide any training, scaffolding and coaching regarding linguistic aspects of feedback communication?

Implicit/ indirect

What interpersonal or intercultural challenges do you see?

Feedback Mode

Audio-Visual/ Multimodal

In what language(s) will the feedback exchange take place? How proficient are the learners in that language?

What are the advantages of explicit/ direct feedback? How do learners perceive/ understand it?

What are potential challenges or disadvantages of explicit/ direct feedback? Will you guide learners in negotiating those challenges?

How might the choice of a particular communication mode/ medium/ tool affect the (in)directness of the language use in feedback exchanges?

Will you provide any training, scaffolding and coaching regarding linguistic aspects of feedback communication?

Explicit/ direct

What interpersonal or intercultural challenges do you see?

Feedback Mode

Reflective Questions for Pedagogical Design

Private

Extended private space

In what context does the feedback exchange occur?

Public

Feedback Timing

When is feedback given?

• By clicking on a button, you will obtain further details and inspirations.

Formative

Summative

General Considerations

Feedback Timing

Reflective Questions for Pedagogical Design

How often is feedback exchanged?

What might be the optimal timing for feedback, considering factors such as the nature of the task, learner proficiency, and learning objectives?

Will you combine formative and summative feedback, and if so in what ways?

What are the advantages of having a time delay, and what are the disadvantages?

Feedback Timing

Reflective Questions for Pedagogical Design

How does the immediacy of feedback impact learning outcomes?

Is the feedback timing simultaneous?

Is the feedback timing immediately afterwards?

Is the feedback timing delayed? How long?

Formative

Feedback Timing

Reflective Questions for Pedagogical Design

How does the immediacy of feedback impact learning outcomes?

Is the feedback timing simultaneous?

Is the feedback timing immediately afterwards?

Is the feedback timing delayed? How long?

Summative

Feedback Timing

Reflective Questions for Pedagogical Design

1x

3x

2x

How often is feedback exchanged?

5x

4x

>5x

Feedback Interaction

How do they interact?(incl. training & follow-up)

• By clicking on a button, you will obtain further details and inspirations.

Revision

Communication

Initiation

General Considerations

Feedback Interaction

Reflective Questions for Pedagogical Design

To start a feedback dialogue, what are possible ways to request feedback, and from whom?

During the feedback exchange, how could providers and recipients interact?

After the reception of feedback, how could you encourage learners to interact with the feedback and the feedback provider?

How could you support the learners during all these stages? What resources and instructions might be beneficial?

Feedback Interaction

Reflective Questions for Pedagogical Design

Is the role of the feedback recipient in the process passive?

Is the role of the feedback recipient in the process proactive?

Is the role of the feedback recipient in the process passive-active?

Initiation

Revision

Feedback Interaction

Reflective Questions for Pedagogical Design

Is the role of the feedback recipient in the process undirectional?

Is the statement clear?

Is there a reflection on the feedback? How has it been received?

Are there any possible follow-up queries?

Is a discussion of feedback possible?

Communication

Is there feedback on feedback?

Feedback Interaction

Reflective Questions for Pedagogical Design

Is the revision obligatory/required?

Is the revision voluntary?

Is the revision not possible?

Revision

How to cite this website: Schluer, J. (2023). Digital Feedback Map. https://tinyurl.com/DigitalFeedbackOverview/ Last update: 22/03/2024

Digital fEEDBACK MAP

Jun.-Prof. Dr. Jennifer Schluer

Hier geht's zur deutschsprachigen Version

Access the English version of the map here

Pedagogical feedback design & Curriculum planning:Access the feedback taxonomy

START

START

START

ANLEITUNG

MANUAL

CONTACT US

How to cite this resource: Schluer, J. (2023). Digital Feedback Map. https://tinyurl.com/DigitalFeedbackOverview/ Last update: 30/03/2024

Digital fEEDBACK MAP

Jun.-Prof. Dr. Jennifer Schluer

CONTACT US

Feedback taxonomy: Guiding questions for pedagogical design

Hier geht's zur deutschsprachigen Version

Access the English version of the map here

START

START

START

MANUAL

ANLEITUNG

MANUAL

Personal Conversation (1:1)

Group Conversation/ Conference

Social Media

Forum Posting

Blog/ E-portfolio Comment

Learning platform

Instant Messenger

Talking-head

Screencast

Commented Videography of a Performance

Paper-based

Digital

Electronic Handout

Offline Text Editor

Online Text Editor

Contact Us

Do you have any further tips or suggestions? Would you like to share your own teaching experiences with us? Give us feedback: tesol[at]phil.tu-chemnitz.de Chemnitz University of Technology Faculty of Humanities English Department Teaching English to Speakers of Other Languages (TESOL)/ Advanced Academic English Jun.-Prof. Dr. Jennifer Schluer Reichenhainer Str. 39 D-09126 Chemnitz, Germany https://www.tu-chemnitz.de/phil/english/sections/tesol/

Feedback Media

Feedback Mode

References

Brück-Hübner, A., & Schluer, J. (2023). Was meinst du eigentlich, wenn du von "Feedback" sprichst? Chancen und Grenzen qualitativ-inhaltsanalytischer Scope-Reviews zur Herausarbeitung von Taxonomien zur Beschreibung didaktischer Szenarien am Beispiel "Feedback". Themenheft "Forschungssynthesen in der Mediendidaktik". MedienPädagogik 54 (Research Syntheses), pp. 125–166. https://doi.org/10.21240/mpaed/54/2023.11.29.X Schluer, J., & Brück-Hübner, A. (2024). Diversity of pedagogical feedback designs: Results from a scoping review of feedback research in higher education. Assessment and Evaluation in Higher Education. https://doi.org/10.1080/02602938.2024.2378336 [open access, advance online] Schluer, J. (submitted). Guiding and inspiring teachers to incorporate feedback in course and task design: An interactive feedback taxonomy. In Schluer, J. (Ed.). Digital feedback in higher education: Teaching practices, student voices, and research findings. Transcript.

Tutoring Software

Autocorrection Program

Evaluation/ Assessment Software

Please note:

This feedback taxonomy is a dynamic resource which will be updated continuously.

• Additional categories and reflective questions might be added over time.
• Existing categories might be revised.

Contact us if you have further suggestions! tesol[at]phil.tu-chemnitz.de

TESOL TU Chemnitz (Jun.-Prof. Dr. Jennifer Schluer)

Learning platform

Instant Messenger

E-mail Attachment

Contact Us

Do you have any further tips or suggestions? Would you like to share your own teaching experiences with us? Give us feedback: tesol[at]phil.tu-chemnitz.de Chemnitz University of Technology Faculty of Humanities English Department Teaching English to Speakers of Other Languages (TESOL)/ Advanced Academic English Jun.-Prof. Dr. Jennifer Schluer Reichenhainer Str. 39 D-09126 Chemnitz, Germany https://www.tu-chemnitz.de/phil/english/sections/tesol/