feedback Archives - Adventures in Oceanography and Teaching

Currently reading Zhou et al. (2025) on “Students’ motivations for feedback seeking: the value of combined monitoring and inquiry”

January 3, 2026

How do the experiences that students make when seeking feedback influence their motivation for doing it again?

Currently reading Nazaretsky et al. (2026) on “Who Gives Feedback Matters: Student Biases Towards Human and AI-Generated Formative Feedback”

December 6, 2025

Most teachers I talk with recognize that asking GenAI to grade student exams is a terrible idea, but when it comes to formative feedback, there are a lot of teachers…

Catching up on some reading about mastery-based testing and feedback

August 7, 2025

Testing drives learning, at least to some extent. Testing can also cause a lot of stress and anxiety that hinder learning. But there might be a way of testing that…

Currently reading up on Classroom Assessment Techniques

August 4, 2025

I’m currently preparing several courses and this book “Classroom Assessment Techniques” has been on my “to read during the summer” pile since last summer or so… So it was about…

Published! Kordts et al. (2025) “TAP: Teaching Analysis Poll for student feedback”

March 5, 2025

“Teaching Analysis Polls” are a very useful method to get formative, constructive feedback from a whole class. An external facilitator comes in and structures an approximately 30 minute long discussion…

Currently reading To (2025) on “Feedback partnerships: strengthening students’ proactive recipience through co-creating dialogic feedback”

February 18, 2025

Today I present to you another artefact stemming from my new social media habits (browsing bluesky on the bus to work in the morning, usually finding at least one article…

Podcast recommendation: The Broken Copier!

February 2, 2025

Some time at the end of last year, I came across something on Marcus Luther’s BlueSky that stuck with me. It was something related to his slow reading of “Becoming…

Fostering student sense of belonging in a large online class (after Lim, Atif, Farmer; 2022)

January 9, 2023

When we talk about fostering student sense of belonging, it is easiest to think about in-person interactions. However, a lot of our teaching these days is online, and in high-enrolment…

Currently reading Cohen, Steele & Ross (1999) “The mentor’s dilemma: Providing critical feedback across the racial divide”

January 3, 2023

It seems to be common knowledge in my network that effective teachers articulate both high standards and their belief that students can meet those standards. Looking for sources for this…

Currently reading: “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice” (Nicol & Macfarlane-Dick, 2006)

September 2, 2022

Somehow a print of the “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice” (Nicol & Macfarlane-Dick, 2006) article ended up on my desk. I don’t…

Using peer feedback to improve students’ writing (Currently reading Huisman et al., 2019)

May 7, 2022

I wrote about involving students in creating assessment criteria and quality definitions for their own learning on Thursday, and today I want to think a bit about involving students also in…

#Methods2Go: Methods for feedback and reflection in university teaching

October 19, 2021

More methods today, inspired by E.-M. Schumacher’s “Methoden 2 go online!“! Today: Evaluating Flashlight I used to hate it when in in-person workshops everybody was asked to give a statement…

Student evaluations of teaching are biased, sexist, racist, predjudiced. My summary of Heffernan’s 2021 article

March 11, 2021

One of my pet peeves are student evaluations that are interpreted way beyond what they can actually tell us. It might be people not considering sample sizes when looking at…

#TeachingTuesday: Student feedback and how to interpret it in order to improve teaching

May 26, 2020

Student feedback has become a fixture in higher education. But even though it is important to hear student voices when evaluating teaching and thinking of ways to improve it, students…

“Continue. Start. Stop.”. An article supporting the usefulness of my favourite method of asking for student feedback on a course!

December 17, 2018

I’ve been recommending the “Continue. Start. Stop.” feedback method for years an years (at least since my 2013 blog post), but not as a research-backed method but mostly based on…

Giving – and receiving – helpful feedback

June 24, 2015

feedback

For a course we recently needed to come up with guidelines for feedback on work products. This is what I suggested. Discuss! ;-) When giving feedback, there are a…

Assessing participation

October 29, 2014

One example of how to give grades for participation. One of the most difficult tasks as a teacher is to actually assess how much people have learned, along with give them a…

Giving feedback on student writing

July 9, 2014

When feedback is more confusing than helpful. The other day I came across a blog post on Teaching & Learning in Higher Ed. on responding to student writing/writers by P. T. Corrigan.…

Five finger feedback

June 25, 2014

feedback

At my new job the quality management team regularly offers workshops that the whole team attends. One detail has repeatedly come up and I want to present it here, too. It is…

Continue. Stop. Start.

August 29, 2013

Quick feedback tool for your teaching, giving you concrete examples of what students would like you to continue, start or stop This is another great tool to get feedback on…

On “fun” vs “learning”

August 29, 2013

Quick feedback tool, giving you an impression of the students’ perception of fun vs learning of a specific part of your course. Getting feedback on your teaching and their learning…

Tag: feedback

Currently reading Zhou et al. (2025) on “Students’ motivations for feedback seeking: the value of combined monitoring and inquiry”

Currently reading Nazaretsky et al. (2026) on “Who Gives Feedback Matters: Student Biases Towards Human and AI-Generated Formative Feedback”

Catching up on some reading about mastery-based testing and feedback

Currently reading up on Classroom Assessment Techniques

Published! Kordts et al. (2025) “TAP: Teaching Analysis Poll for student feedback”

Currently reading To (2025) on “Feedback partnerships: strengthening students’ proactive recipience through co-creating dialogic feedback”

Podcast recommendation: The Broken Copier!

Fostering student sense of belonging in a large online class (after Lim, Atif, Farmer; 2022)

Currently reading Cohen, Steele & Ross (1999) “The mentor’s dilemma: Providing critical feedback across the racial divide”

Currently reading: “Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice” (Nicol & Macfarlane-Dick, 2006)

Using peer feedback to improve students’ writing (Currently reading Huisman et al., 2019)

#Methods2Go: Methods for feedback and reflection in university teaching

Student evaluations of teaching are biased, sexist, racist, predjudiced. My summary of Heffernan’s 2021 article

#TeachingTuesday: Student feedback and how to interpret it in order to improve teaching

“Continue. Start. Stop.”. An article supporting the usefulness of my favourite method of asking for student feedback on a course!

Giving – and receiving – helpful feedback

Assessing participation

Giving feedback on student writing

Five finger feedback

Continue. Stop. Start.

On “fun” vs “learning”

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