New Feedback Taxonomy
TESOL J. Schluer
Created on March 15, 2024
Feedback Taxonomy Dr. Jennifer Schluer 2024
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Transcript
Note & Contact
How to cite this website: Schluer, J. (2024). Feedback taxonomy (interactive web version). https://tinyurl.com/FeedbackTaxonomy/. Last update: 21/08/2024
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!
Feedback Taxonomy
How do they interact? (incl. training & follow-up)
Who exchanges (gives & gets) feedback?
... about what?
... for what purpose?
When & how often?
Sprache ändern (Deutsch)
... by using what modes and media?
Video manual
List ofReferences
General Considerations
Who gives feedback?
- By clicking on a button, you will obtain further details and inspirations.
Group of Teachers
Technology
Tutor
Group of Learners/ Students
Affinity Group
Supervisor/ External Expert
Mentor
Student Peer
Group of Student Peers
Learner/ Student
Self
Teacher
Feedback Provider
Number
Assessment
Training
Status
Which status will the feedback provider have?
Reflective Questions for Pedagogical Design
Will there be any training for the feedback provider?
Will the feedback provision be assessed, evaluated or graded?
How many persons will provide feedback?
Feedback Provider
To what extent does the feedback provider demonstrate empathy towards the learners?
How well does the feedback provider's approach align with the overall goals of the learning experience?
How effective is the feedback provider in communicating their observations and suggestions?
To what extent is the feedback provider competent in providing feedback to a diverse group of learners (e.g. culturally)?
What are advantages of having only one feedback provider?
Teacher
Reflective Questions for Pedagogical Design
Feedback Provider
To what extent do the feedback providers demonstrate empathy towards the learners?
How well do the feedback providers' approaches align with the overall goals of the learning experience?
How effective are the feedback providers in communicating their observations and suggestions?
To what extent are the feedback providers competent in providing feedback to a diverse group of learners (e.g. culturally)?
What are advantages of having more than one feedback providers?
Group of teachers
Reflective Questions for Pedagogical Design
Feedback Provider
To what extent does the mentor demonstrate empathy towards the learners?
How well does the mentor's approach align with the overall goals of the learning experience?
How effective is the mentor in communicating their observations and suggestions?
To what extent is the mentor competent in providing feedback to a diverse group of learners (e.g. culturally)?
What are advantages of having mentors as feedback providers?
Mentor
Reflective Questions for Pedagogical Design
Feedback Provider
To what extent does the tutor demonstrate empathy towards the learners?
How well does the tutor's approach align with the overall goals of the learning experience?
How effective is the tutor in communicating their observations and suggestions?
To what extent is the tutor competent in providing feedback to a diverse group of learners (e.g. culturally)?
What are advantages of having tutor as the feedback provider?
Tutor
Reflective Questions for Pedagogical Design
Feedback Provider
Student Peer
To what extent does the student peer demonstrate empathy towards the learner?
How well does the student peer's approach align with the overall goals of the learning experience?
How effective is the student peer in communicating their observations and suggestions?
To what extent is the student peer competent in providing feedback to a diverse group of learners (e.g. culturally)?
What are advantages of having a student peer as the feedback provider?
Reflective Questions for Pedagogical Design
Feedback Provider
To what extent do the student peers demonstrate empathy towards other learners?
How well do the student peers' approaches align with the overall goals of the learning experience?
How effective are the student peers in communicating their observations and suggestions?
To what extent are the student peers interculturally competent in providing feedback within/ to heterogeneous groups?
What are advantages of having groups of student peers as the feedback providers?
Group of Students/ Peers
Reflective Questions for Pedagogical Design
Feedback Provider
Learner/ Student
To what extent does the learner/ student demonstrate empathy towards the learners?
How well does the learner's/ student's approach align with the overall goals of the learning experience?
How effective is the learner/ student in communicating their observations and suggestions?
To what extent is the learner/ student competent in providing feedback to a diverse group of learners (e.g. culturally)?
What are advantages of having a learner/ student as the feedback provider?
Reflective Questions for Pedagogical Design
Feedback Provider
To what extent do the group of learners/ students demonstrate empathy towards the learners?
How well do the group of learners/ students' approaches align with the overall goals of the learning experience?
How effective are the group of learners/ students in communicating their observations and suggestions?
To what extent are the group of learners/ students competent in providing feedback to a diverse group of learners (e.g. culturally)?
What are advantages of having group of learners/ students as the feedback providers?
Group of Learners/ Students
Reflective Questions for Pedagogical Design
Feedback Provider
How can you scaffold the self-feedback process for learners?
How can self-feedback be combined with other feedback sources?
How does the self-feedback process contribute to the development of a growth mindset?
Self
How can self-feedback be aligned with individual learners' goals and aspirations?
Reflective Questions for Pedagogical Design
How can you help learners gain confidence in self-feedback?
Feedback Provider
How will the external experts interact with the students and teacher?
In what contexts and for what tasks would it make sense to have external experts as the feedback providers?
In how far might teachers and students interact differently when external experts or supervisors are involved?
What are advantages of having supervisors/external experts as the feedback providers?
Supervisor/ External Expert
Reflective Questions for Pedagogical Design
Feedback Provider
In what contexts and for what tasks would it make sense to have an affinity group as the feedback provider?
What challenges do you see with regard to affinity groups as feedback providers?
What are advantages of having an affinity group as the feedback provider?
Affinity Group
Reflective Questions for Pedagogical Design
Feedback Provider
How could you support learners in seizing technologies as feedback providers, especially in the age of AI?
How could you help learners recognize the affordances and challenges of technology as the feedback provider?
Technology
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?
Feedback Provider
How many persons will provide feedback?
To what extent does the feedback provider demonstrate empathy towards the learners?
How well does the feedback provider's approach align with the overall goals of the learning experience?
How effective is the feedback provider in communicating their observations and suggestions?
To what extent is the feedback provider competent in providing feedback to a diverse group of learners (e.g. culturally)?
Reflective Questions for Pedagogical Design
What are advantages of having only one feedback provider?
Feedback Provider
Which status will the feedback provider have?
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?
What level of authority and influence does the feedback provider have in the learning process?
How closely aligned is the expertise of the feedback provider with the subject matter or skills being assessed?
Reflective Questions for Pedagogical Design
Feedback Provider
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)?
Will there by any training for the feedback provider?
What materials will you use to train the feedback providers? (e.g. handouts, video tutorials, live demonstrations)
Will the training occur only once before the feedback process starts? Will there be in-process coaching of the feedback providers?
Reflective Questions for Pedagogical Design
How much time will you spend on training the feedback providers?
Feedback Provider
Who will assess the feedback provision (e.g. teacher, peers)?
What criteria will be used to assess the quality and effectiveness of feedback provision?
Will the feedback provision be assessed, evaluated or graded?
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?
Is the assessment of feedback provision primarily formative, summative, or a combination of both?
Reflective Questions for Pedagogical Design
Who will determine or negotiate (co-create) these criteria?
Feedback Provider
General Considerations
Group of student peers
Group of learners/ students
Group of teachers
Fictional Person
Study Program Coordinators
External Expert
Student Peer
Learner/ Student
Self
Teacher
To whom is feedback given?
Feedback Recipient
- By clicking on a button, you will obtain further details and inspirations.
Assessment
Will the feedback reception be assessed, evaluated or graded?
Which status will the feedback recipient have?
How many persons will receive feedback?
Will there be any training for the feedback recipients?
Number
Training
Status
Reflective Questions for Pedagogical Design
Feedback Recipient
Which status will the feedback recipient have?
(How) will the feedback recipient's performance be assessed, evaluated or graded?
Will there be any training for the feedback recipient?
What are advantages of having only one feedback recipient?
Teacher
Reflective Questions for Pedagogical Design
Feedback Recipient
Group of teachers
Which status will the feedback recipients have?
(How) will the feedback recipients' performance be assessed, evaluated or graded?
Will there be any training for the feedback recipients?
What are advantages of having more than one feedback recipient?
Reflective Questions for Pedagogical Design
Feedback Recipient
Student Peer
Which status will the student peer have?
(How) will the student peer's performance be assessed, evaluated or graded?
Will there be any training for the student peer?
What are advantages of having only one student peer?
Reflective Questions for Pedagogical Design
Feedback Recipient
Group of student peers
Which status will the student peers have?
(How) will the student peers' performances be assessed, evaluated or graded?
Will there be any training for the student peers?
What are advantages of having more than one student peer?
Reflective Questions for Pedagogical Design
Feedback Recipient
Learner/ Student
Which status will the learner/student have?
(How) will the learner's/student's performance be assessed, evaluated or graded?
Will there be any training for the learner/student?
What are advantages of having only one learner/student?
Reflective Questions for Pedagogical Design
Feedback Recipient
Group of learners/ students
Which status will the group of learners/students have?
(How) will the group of learners'/students' performance be assessed, evaluated or graded?
Will there be any training for the group of learners/students?
What are advantages of having more than one learner/student?
Reflective Questions for Pedagogical Design
Feedback Recipient
(How) will the self-feedback be assessed, evaluated or graded?
Will you combine self-feedback with other feedback directions or feedback sources?
Will you provide scaffolding, and if so in what ways?
What prior training might be required?
Self
What are advantages of having self as the feedback recipient?
Reflective Questions for Pedagogical Design
Feedback Recipient
Which status will the external expert have?
(How) will the external expert's performance be assessed, evaluated or graded?
Will there be any training for the external expert?
External Expert
Reflective Questions for Pedagogical Design
Feedback Recipient
(How) will the study program coordinators' performance be assessed, evaluated or graded?
Will there be any training for the study program coordinators?
Study Program Coordinators
What are advantages of having study program coordinators as the feedback recipient?
Reflective Questions for Pedagogical Design
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?
What are advantages of a fictional person as the feedback recipient?
Fictional Person
How can technology be utilized for such purposes?
Reflective Questions for Pedagogical Design
Feedback Recipient
What are the foci of the feedback training (e.g. linguistic, content-wise, cultural, interpersonal, affective, technological)?
Who will design and conduct the training (e.g. teachers, peers)?
How can you find out whether the training was effective? How could this be measured (e.g. revisions, action plans)?
Will the training be conducted once or for how long? Will there also be ongoing coaching?
To what extent and in what ways will the feedback recipients be trained?
Was there any training for the feedback recipients?
Reflective Questions for Pedagogical Design
Feedback Recipient
How many persons will receive feedback?
To what extent does the feedback recipient rely on empathy from the feedback provider?
How well does the feedback recipient's attitude align with the overall goals of the learning experience?
How effective is the feedback recipient in communicating their needs and wishes?
To what extent is the feedback recipient culturally competent in receiving feedback from a feedback provider of a different cultural background?
What are advantages of having only one feedback recipient?
Reflective Questions for Pedagogical Design
Feedback Recipient
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?
What level of authority and influence does the feedback recipient have in the learning process?
How closely aligned is the expertise/previous knowledge of the feedback recipient with the subject matter or skills being assessed?
Reflective Questions for Pedagogical Design
Feedback Recipient
General Considerations
Process
Course/University experience
Product
What does the feedback refer to?
Feedback Content
- By clicking on a button, you will obtain further details and inspirations.
Will the evaluation be paper-based or online?
Is there a central evaluation survey that your university utilizes?
What are the assessment criteria for process?
What are the assessment criteria for product?
Reflective Questions for Pedagogical Design
Feedback Content
What are the assessment criteria for tests/quizzes?
What are the assessment criteria for verbal contributions?
What are the assessment criteria for written products?
What are the assessment criteria for multimedial products?
Product
Reflective Questions for Pedagogical Design
Feedback Content
Is the feedback directed at a collaborative work among multiple feedback recipients?
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?
What are the assessment criteria for (learners'/ teachers') interactions?
What are the assessment criteria for teamwork process?
Process
What are the assessment criteria for individual learning process?
Reflective Questions for Pedagogical Design
Feedback Content
Reflective Questions for Pedagogical Design
How can you obtain feedback on communication/ interaction? 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 the course design? How does the feedback align with your expectations?
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?
How might assessment and feedback impact the recipient's learning process and motivation?
Will there be effort put towards creating a comfortable and safe learning environment for the recipients to accept feedback?
Course/University experience
How closely does the feedback content align with the learning objectives of the course?
Reflective Questions for Pedagogical Design
Feedback Content
Formalities (e.g. citation, layout)
Structure
Language and style
Content
Originality/ Creativity
What are the assessment criteria for product?
Reflective Questions for Pedagogical Design
Feedback Content
Performance
Ability to work in a team
Learning process
Learning activities
Attitudes & views (self-reflection)
What are the assessment criteria for process?
Reflective Questions for Pedagogical Design
Feedback Content
General Considerations
Motivation
Promotion of feedback competencies
Promotion of multi-perspectivity
Increase of transparency/ assessment
Activation
Collection of information
Study program evaluation/ accreditation
Learning support
Improvement of the (feedback) methodology/ training
Improvement of teaching/ teaching skills
Correction
What is the purpose of the feedback?
Feedback Purpose
- By clicking on a button, you will obtain further details and inspirations.
Is the feedback purpose objective and clear?
Will the specific aims or intended outcomes be made clear to the recipient(s)?
Can the feedback objectives be measured?
Reflective Questions for Pedagogical Design
What are specific aims or intended outcomes?
Feedback Purpose
How can you display misconceptions and help learners in resolving them?
How can you increase the quality/improvement in performance through corrections?
How can you point out the wrong/ correct answers?
Correction
Reflective Questions for Pedagogical Design
Feedback Purpose
How do you gather practical experience (e.g. language practice)?
How do you promote reflexivity & self-evaluation?
How do you promote self-regulation/ learning behaviour?
How do you learn from (your own or others') mistakes?
How can you promote students' learning success/comprehension?
How can you support problem solving & revision processes?
Learning support
Reflective Questions for Pedagogical Design
Feedback Purpose
What specific dimensions of motivation/ trust/ attitudes do you strive to develop (e.g. self-trust in students' linguistic abilities?)
How do you develop self trust/ external trust?
How do you foster motivation/ encouragement?
How do you promote postive attitudes & perceptions?
Motivation
Reflective Questions for Pedagogical Design
Feedback Purpose
How can you sustain students' active participation & their continued interactions throughout the feedback process?
How do you promote interaction (between feedback providers and recipients)?
How do you promote participation (of the learners)?
Increase of transparency/ assessment
Activation
Collection of information
Study program evaluation/ accreditation
Reflective Questions for Pedagogical Design
Feedback Purpose
How will you formulate your feedback so that it might foster students' multi-perspectivity?
How will you foster that kind of multi-perspectivity? What kinds of (feedback) tasks might be suitable for this?
Promotion of multi-perspectivity
Increase of transparency/ assessment
Collection of information
Study program evaluation/ accreditation
Reflective Questions for Pedagogical Design
What are specific aims or intended outcomes?
Feedback Purpose
What (inter-)cultural feedback competencies need to be developed?
What linguistic feedback skills need to be developed?
Do you want to focus on seeking, providing, or utilizing feedback?
What are possible ways to promote feedback competencies?
What are specific aims or intended outcomes?
Promotion of feedback competencies
Increase of transparency/ assessment
Collection of information
Study program evaluation/ accreditation
Reflective Questions for Pedagogical Design
Feedback Purpose
Who is responsible for the improvement of the (feedback) methodology/ training?
How can the (feedback) methodolgy/ training be improved?
Improvement of the (feedback) methodology/ training
Increase of transparency/ assessment
Collection of information
Study program evaluation/ accreditation
Reflective Questions for Pedagogical Design
What are specific aims or intended outcomes?
Feedback Purpose
How can teaching/ teaching skills be improved?
How can the improvement of teaching/ teaching skills be assessed?
Improvement of teaching/ teaching skills
Increase of transparency/ assessment
Collection of information
Study program evaluation/ accreditation
Reflective Questions for Pedagogical Design
What are specific aims or intended outcomes?
Feedback Purpose
How can the study program evaluation/ accreditation procedures be improved?
What are the advantages and challenges of evaluating study programs?
What are the possible ways to evaluate a study program?
Study program evaluation/ accreditation
Increase of transparency/ assessment
Collection of information
Study program evaluation/ accreditation
Reflective Questions for Pedagogical Design
What are specific aims or intended outcomes?
Feedback Purpose
How can you design feedback activities for the joint construction of knowledge?
How can you obtain information about the learning process and learning gain?
How can you collect information about (learners') attitudes and motivations?
Collection of information
Reflective Questions for Pedagogical Design
Feedback Purpose
How can the increase of transparency be evaluated?
How can the transparency/assessment be improved?
Increase of transparency/ assessment
Reflective Questions for Pedagogical Design
What are specific aims or intended outcomes?
Feedback Purpose
About attitudes and motivations
Promotion of interaction
Joint construction of knowledge
About learners
Display of misconceptions
Support in problem solving & revision processes
Promotion of participation (of the learners)
Promotion of self/ external trust
Promotion of motivation/ encouragement
Learning from (your own or others') mistakes
Promotion of self- regulation/ learning behaviour
Promotion of reflexivity & self- evaluation
Gather practical experience (e.g. language practice)
Promotion of attitude & perception
Promotion of learning success/ comprehension
Pointing out the wrong/ correct answers
Increase in quality/ improvement in performance
What are specific aims or intended outcomes?
Reflective Questions for Pedagogical Design
Feedback Purpose
General Considerations
Audio-visual/ multimodal
Written/Visual
Oral/Audio
Written/Visual
How is feedback provided?
Feedback Media
- By clicking on a button, you will obtain further details and inspirations.
What are the advantages and disadvantages of using different types of feedback media?
How can feedback media impact the effectiveness of feedback for different types of learners?
How is feedback provided?
Reflective Questions for Pedagogical Design
Feedback Media
Written/Visual
Is the feedback provided through a posting/comment?
Is the feedback provided through a text/chat message?
Is the feedback provided through a quiz survey?
Is the feedback provided through correction/evaluation software?
Is the feedback provided as an electronic file (and what type of file)?
Is the feedback provided via e-mail (e-mail text and/ or attachment)?
Is the feedback written on paper?
Written/ Visual
Feedback Media
Oral/Audio
Is the feedback provided through bug-in-ear technology?
Is the feedback provided through voice mail/audio recording?
Is the feedback provided via a phone call?
Oral/ Audio
Feedback Media
Audio-visual/ multimodal
Is the feedback provided through video message/recording?
Is the feedback provided during a physical meeting?
Audio-Visual/ Multimodal
Feedback Media
General Considerations
Anonymous
Explicit/ direct
Personalized
Standardized
Not Anonymous
Synchronous
Asynchronous
Implicit/ indirect
Not criteria-focused
Criteria-focused
In what manner is feedback exchanged?
Feedback Mode
- By clicking on a button, you will obtain further details and inspirations.
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?
How does the nature of the learning environment influence the dynamics of feedback exchange?
In what specific context does the feedback exchange occur?
How is feedback provided?
Reflective Questions for Pedagogical Design
Feedback Mode
What feedback modes or technologies could help to make the feedback more personalized?
How can you make your feedback messages more personalized?
What are the advantages of personalized feedback?
Personalized
Is the feedback personalized?
Audio-Visual/ Multimodal
Feedback Mode
What are potential challenges or disadvantages of standardized feedback?
What feedback modes or technologies could help to make the feedback more standardized?
How can you make your feedback messages more standardized?
What are the advantages of standardized feedback?
Is the feedback standardized?
Standardized
Audio-Visual/ Multimodal
Feedback Mode
How will the language use differ from non-anonymous feedback?
What are potential challenges or disadvantages of anonymous feedback?
What feedback modes or technologies could help to make the feedback anonymous?
How can you make your feedback messages anonymous?
What are the advantages of annymous feedback?
Anonymous
Is the feedback anonymous?
Audio-Visual/ Multimodal
Feedback Mode
What feedback modes or technologies could you use for non-anonymous feedback?
What are potential challenges or disadvantages of non-anonymous feedback?
What are the advantages of non-anoymous feedback?
Is the feedback non-anonymous?
Not Anonymous
Audio-Visual/ Multimodal
Feedback Mode
What are potential challenges or disadvantages of synchronous feedback?
What feedback modes or technologies could you use for synchronous feedback?
What are the advantages of synchronous feedback?
Is the feedback synchronous?
Synchronous
Audio-Visual/ Multimodal
Feedback Mode
What are potential challenges or disadvantages of asynchronous feedback?
What feedback modes or technologies could you use for asynchronous feedback?
What are the advantages of asynchronous feedback?
Is the feedback asynchronous?
Asynchronous
Audio-Visual/ Multimodal
Feedback Mode
Which assessment criteria are relevant for the task and learning goal?
What are potential challenges or disadvantages of criteria-focused feedback?
What techniques, tools or technologies could assist you in making the feedback criteria-based?
What are the advantages of criteria-focused feedback?
Is the feedback based on certain assessment criteria?
Criteria-focused
Audio-Visual/ Multimodal
Feedback Mode
What are potential challenges or disadvantages of unfocused feedback?
What are the advantages of unfocused feedback?
Not criteria- focused
Audio-Visual/ Multimodal
Feedback Mode
How might the choice of a particular communication mode/ medium/ tool affect the (in)directness of the language use in feedback exchanges?
What interpersonal or intercultural challenges do you see?
What are potential challenges or disadvantages of implicit/ indirect feedback? Will you guide learners in negotiating those challenges?
What are the advantages of implicit/ indirect feedback? How do learners perceive/ understand it?
Will you provide any training, scaffolding and coaching regarding linguistic aspects of feedback communication?
In what language(s) will the feedback exchange take place? How proficient are the learners in that language?
Implicit/ indirect
Audio-Visual/ Multimodal
Feedback Mode
How might the choice of a particular communication mode/ medium/ tool affect the (in)directness of the language use in feedback exchanges?
What interpersonal or intercultural challenges do you see?
What are potential challenges or disadvantages of explicit/ direct feedback? Will you guide learners in negotiating those challenges?
What are the advantages of explicit/ direct feedback? How do learners perceive/ understand it?
Will you provide any training, scaffolding and coaching regarding linguistic aspects of feedback communication?
In what language(s) will the feedback exchange take place? How proficient are the learners in that language?
Explicit/ direct
Audio-Visual/ Multimodal
Feedback Mode
Public
Extended private space
Private
In what context does the feedback exchange occur?
Reflective Questions for Pedagogical Design
Feedback Mode
General Considerations
Formative
Summative
When is feedback given?
Feedback Timing
- By clicking on a button, you will obtain further details and inspirations.
What are the advantages of having a time delay, and what are the disadvantages?
Will you combine formative and summative feedback, and if so in what ways?
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?
Reflective Questions for Pedagogical Design
Feedback Timing
Is the feedback timing delayed? How long?
Is the feedback timing immediately afterwards?
Is the feedback timing simultaneous?
How does the immediacy of feedback impact learning outcomes?
Formative
Reflective Questions for Pedagogical Design
Feedback Timing
Is the feedback timing delayed? How long?
Is the feedback timing immediately afterwards?
Is the feedback timing simultaneous?
Summative
How does the immediacy of feedback impact learning outcomes?
Reflective Questions for Pedagogical Design
Feedback Timing
>5x
3x
2x
5x
4x
1x
How often is feedback exchanged?
Reflective Questions for Pedagogical Design
Feedback Timing
General Considerations
Revision
Initiation
Communication
How do they interact?(incl. training & follow-up)
Feedback Interaction
- By clicking on a button, you will obtain further details and inspirations.
How could you support the learners during all these stages? What resources and instructions might be beneficial?
After the reception of feedback, how could you encourage learners to interact with the feedback and the feedback provider?
During the feedback exchange, how could providers and recipients interact?
To start a feedback dialogue, what are possible ways to request feedback, and from whom?
Reflective Questions for Pedagogical Design
Feedback Interaction
Is the role of the feedback recipient in the process passive-active?
Is the role of the feedback recipient in the process proactive?
Revision
Initiation
Reflective Questions for Pedagogical Design
Is the role of the feedback recipient in the process passive?
Feedback Interaction
Is there a reflection on the feedback? How has it been received?
Is a discussion of feedback possible?
Is there feedback on feedback?
Are there any possible follow-up queries?
Is the statement clear?
Communication
Reflective Questions for Pedagogical Design
Is the role of the feedback recipient in the process undirectional?
Feedback Interaction
Is the revision voluntary?
Is the revision not possible?
Revision
Reflective Questions for Pedagogical Design
Is the revision obligatory/required?
Feedback Interaction
START
Pedagogical feedback design & Curriculum planning:Access the feedback taxonomy
CONTACT US
How to cite this website: Schluer, J. (2023). Digital Feedback Map. https://tinyurl.com/DigitalFeedbackOverview/ Last update: 22/03/2024
ANLEITUNG
MANUAL
START
START
Access the English version of the map here
Hier geht's zur deutschsprachigen Version
Jun.-Prof. Dr. Jennifer Schluer
Digital fEEDBACK MAP
ANLEITUNG
MANUAL
CONTACT US
START
Feedback taxonomy: Guiding questions for pedagogical design
How to cite this resource: Schluer, J. (2023). Digital Feedback Map. https://tinyurl.com/DigitalFeedbackOverview/ Last update: 30/03/2024
MANUAL
START
START
Access the English version of the map here
Hier geht's zur deutschsprachigen Version
Jun.-Prof. Dr. Jennifer Schluer
Digital fEEDBACK MAP
Group Conversation/ Conference
Personal Conversation (1:1)
Social Media
Blog/ E-portfolio Comment
Forum Posting
Learning platform
Instant Messenger
Commented Videography of a Performance
Screencast
Talking-head
Paper-based
Digital
Offline Text Editor
Electronic Handout
Online Text Editor
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/
Contact Us
Feedback Mode
Feedback Media
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.
References
Tutoring Software
Evaluation/ Assessment Software
Autocorrection Program
TESOL TU Chemnitz (Jun.-Prof. Dr. Jennifer Schluer)
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.
Learning platform
Instant Messenger
E-mail Attachment
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/