It is a common cry from lecturers that they spend many hours marking and writing feedback to students, only to feel that the students rarely seem to take the feedback on board, do not show much evidence of learning from it and acting upon it, and sometimes do not even read it. This is frustrating, even mystifying – why would students choose not to take up the opportunity that such personalised guidance offers them?

This brief guide aims to:

• remind ourselves of the reasons why we give feedback
• identify factors which influence the uptake of feedback by students
• outline useful and feasible ways to produce and use feedback to maximise its benefit for student learning
• identify the support available at Lancaster
• identify further references and resources
• Case studies from Lancaster colleagues

Full versions of this guide can be found in Word and PDF format below:

Also, please see the LTG e-staff LUVLE space , for details of how to use technology, and LUVLE to give feedback. If you wish to subscribe to the e-staff site, and receive weekly updates on good e-learning practice, please email p.tubman@lancaster.ac.uk