Why we give feedback
 
It is sometimes useful to go back to first principles to ask ourselves what exactly we are aiming to achieve when giving feedback on a particular course or piece of work. This guides us in deciding on questions such as what form the feedback should take, what should go in and what be left out, when it should be given, and what we expect students to do with it.

Common responses lecturers give when asked what they aim for when giving  feedback are categorised loosely below into different kinds of function:

Formative function:

• guide students on what they need to think about or do differently next time
• encourage students to be reflective and self-aware about their work
• teach them about what is expected or required in academic practice
• correct errors and misconceptions
• make the assessment process more transparent for students

Summative function:

• give judgements on the extent to which the assessment criteria has been met
• explain further the mark or grade that has been given
• inform students on what they have done wrong or omitted and how they have ‘lost marks’
• inform students about what they have done successfully

Affective function:

• encourage a dialogue between tutor and student
• give praise and encouragement and boost confidence
• personalise the assessment process

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