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Feedback on written assignments

This training focuses on how to provide effective, efficient, and constructive feedback on students’ written work. You will explore different types of feedback (feed-up, feedback, and feed-forward) and levels (task, process, self-regulation, and self) to enhance your feedback practices, identify blind spots, and keep feedback feasible.

Good to know

Target group		(First year) workgroup teachers who have already provided feedback on written assignments before, or who are doing that at the moment of following the module
Group size		Max. 16 teachers
Language		English
Time investment		3.5 hours in class + 1 hour preparation time + 1 hour portfolio (for teachers in Workgroup Teacher Programme)
Trainer		See table below
Location		Roeterseiland Campus (REC)
Intended learning outcomes		By the end of the training, participants can: explain and apply the terms feed up, feedback and feed forward to your own work as supervisor / assessor. explain the four feedback levels (task, process, self-regulation, and self) (Hattie & Timperley, 2007). identify options to make your feedback and the feedback of your colleagues more effective and constructive. apply practical tips to make the feedback process more efficient.
Preparation		Select and bring one (anonymised) written assignment including the feedback you have provided for it (with the rubric if applicable) – on laptop or printed Read the following literature and/or watch the videos to: Understand the 3 types and 4 levels of feedback from the article Hattie & Timperley (2007). Hattie, & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 TLC-Centraal knowledge clip on feed back/feed up/feed forward (2 min) Feedback video UvA TLC YouTube video with Hattie & Timperley on task/process/self-regulation/self-level (3,5 min) The Power of Feedback Understand the 7 principles of self-regulated learning (with examples) from Nicol & Macfarlane-Dick (2006) Nicol, & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education (Dorchester-on-Thames), 31(2), 199–218. https://doi.org/10.1080/03075070600572090 Go to preparation and materials

Registration:

Teachers who are doing the first year of the Workgroup Teacher Programme (WTP) will register for this module during the Didactic bootcamp (in the final week of August).
Teachers who are not in the first year of the WTP can register by clicking on your preferred date in the table below; you will then be redirected to our registration environment.
The registration deadline is one week before the start of each course.

Planning 2025-2026:

	Dates	Time	Training Module	Lang.	Location	Trainer	Department
1.	Tuesday, 21 October 2025	13:00-16:00	Feedback on written assignments	EN	TBA	Ruth-Martine Huijs-Keegstra	For all domains	Enrol
2.	Thursday, 20 November 2025	09:00-12:00	Feedback on written assignments	EN	TBA	Ruth-Martine Huijs-Keegstra	For all domains	Enrol
3.	Tuesday, 20 January 2026	09:00-12:00	Feedback on written assignments	EN	TBA	Ruth-Martine Huijs-Keegstra	For all domains	Enrol

What your colleagues took home...

“Ask for feedback from other colleagues so you can get inspiration from it. I’m also going to play more with the different types of feedback.”

“To be structured and clear about goals, expectations, and good practices when giving feedback.”

“Block time for feedbacking and don’t be too hard on yourself. Besides that, focus on the three aspects (feed up, feedback and feed forward).”