Providing Useful Feedback

In this module, faculty learn how to offer students effective feedback. In addition, the module includes techniques to help students more effectively use feedback for improvement and to help instructors leverage technology to increase feedback efficiency.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as providing timely feedback, conducting structured peer review sessions, or distributing handouts that address common errors.

This module is one of five modules under ACUE’s unit on Assessing to Inform Instruction and Promote Learning.

Advising Subject Matter Expert

Thomas Angelo
Professor, Educational Innovation and Research
University of North Carolina at Chapel Hill

Module References

Angelo, T. A. (2011). Efficient feedback for effective learning: How less can sometimes be more. Retrieved from

Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.

Barnes, M. (2012, December 18). De-grade your classroom and instead use narrative feedback [Blog post]. Retrieved from

Burnham, C. C. (1986). Portfolio evaluation: Room to breathe and grow. In C. W. Bridges (Ed.), Training the new teacher of college composition (pp. 125–138). Urbana, IL: National Council of Teachers of English.

Columbia University Graduate School of Arts & Sciences Teaching Center. (n.d.). How to provide constructive feedback—That won’t exasperate your students. Retrieved from

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862–864.

Friend, C. (2013, January 1). Grading, assessment, or feedback? [Blog post]. Retrieved from

Goodwin, B., & Miller, K. (2012). Research says / Good feedback is targeted, specific, timely. Educational Leadership, 70(1), 82–83.

McKeachie, W. J., & Svinicki, M. (2006). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (12th ed.). Boston, MA: Houghton Mifflin.

Myatt, M. (n.d.). Should I be marking every piece of work? [Blog post]. Retrieved from

Thaiss, C. (2015). Tools for giving efficient, effective feedback to student writing [Blog post]. Retrieved from

Turner, W., & West, J. (2013). Assessment for “Digital First Language” speakers: Online video assessment and feedback in higher education. International Journal of Teaching and Learning in Higher Education, 23, 288–296.

Twigg, C. A. (2015, November–December). Improving learning and reducing costs: Fifteen years of course description. Change. Retrieved from

University of Michigan, Sweetland Center for Writing. (n.d.). Using peer review to improve student writing. Retrieved from

Wiggins, G. (2012). Seven keys to effective feedback. Educational Leadership, 70(1), 10–16.