Whether you teach academic writing skills or supervise a thesis, you give a lot of feedback to help students move forward. The main topic during this training is “How to give effective, efficient and constructive feedback on the written work of students?”. In this module we zoom in on the effect of feedback on the learning process of students. We will discuss different types of feedback (feed-up, feedback and feed-forward) and different feedback levels. The goal is to broaden your vocabulary and skills when it comes to feedback on written work of students, to make you aware of any blind spots in your current practice, and to keep giving feedback feasible.

This module can best be followed when you have already given feedback before, or when you are assessing written assignments at the moment.

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		At the end of this module participants can… explain which characteristics and circumstances influence the effectiveness of feedback on written assignments. 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 and develop a personal grading strategy.
Preparation		Read the following literature and watch the video: Hattie, & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 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 YouTube Link with Hattie & Timperley: The Power of Feedback Also select and bring one (anonymised) written assignment including the feedback you have provided for it (with rubric if there is a rubric) E-learning on GenAI in assignments: https://rise.articulate.com/share/MyfLgG-cXE1a7XBuctQhndpJB-BgpYny#/ 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 2023-2024:

	Dates	Time	Training Module	Lang.	Location	Trainer	Department
1.	Thu. 19 October	09:00-12:30	Feedback on written assignments	EN	REC B2.04	Ruth-Martine Huijs-Keegstra	For all domains
2.	Thu. 19 October	9.00-12.30	Feedback on written assignments	EN	REC B3.05	Linde Berkelmans	For all domains
3.	Wed. 25 October	9.00-12.30	Feedback on written assignments	EN	REC B1.01	Ruth-Martine Huijs Keegstra	For all domains
4.	Mon. 4 December	13:30-17:00	Feedback on written assignments	EN	REC B2.06	Linde Berkelmans	For all domains
5.	Tue. 19 March	13:30-17:00	Feedback on written assignments	EN	REC GS.05	Ruth-Martine Huijs-Keegstra	For all domains
6.	Thu. 11 April	09:00-12:30	Feedback on written assignments	EN	REC C2.04	Linde Berkelmans	For all domains