The main types of feedback you will need to give as part of your teaching practice are presented below. Again, as with the feedback theories and concepts in the previous section, the types of feedback elaborated below are not mutually exclusive; for example, many (though not all) examples of formative feedback are also informal, just as summative feedback is often formal.
Informal feedback – this type of feedback can be given at any time – for example, it may be offered verbally in class, as part of a one-to-one tutorial, or via an online classroom. It may come from the educator or from peers (see below). This type of feedback helps students to develop their understanding during a module or course, and also helps learners and educators to build rapport with one another.
Formal feedback – this type of feedback is structured and is planned into assessment. Typically, it results from a particular marking system or set of criteria, such as an assessment rubric. It can be used as evidence both by the learner and by the educator that certain learning outcomes have been achieved.
Formative feedback – this is given prior to summative assessment (see below). It may take be given after short assessments like tests, quizzes, or written responses, or it may be given informally in class or during one-to-one tutorials. Sometimes, students are given the opportunity to gain feedback on early drafts of work prior to final submission, with a view to enabling them to develop their skills further. Formative feedback enables students to receive advice on how to progress for the remainder of the module or course. It can be oral or written.
Summative feedback – this sort of feedback is given after a summative assessment – a type of work used to check learning at the end of a module, course, or set time period. Typically, it is formal in nature and tends to be written, although it can also take the form of a video or audio recording. Usually, success is measured against the standards set for the particular module or task, e.g. module learning outcomes. Commentary on the quality of the work is often accompanied by a grade, although the measurement may also be expressed in terms of pass or fail.
Peer feedback – while the majority of the time, university feedback is given by an educator (module tutor) to a learner (student), it can also be provided by peers. For instance, students may be asked to assess each other’s formative work, with a view to suggesting improvements to their peers. This type of activity follows Carless and Boud’s (2018) theory that students are able to implement feedback-related changes more effectively if they learn how to critique examples of practice within their subject areas. Typically, peer feedback is facilitated by the educator, who helps to direct the activity.