Giving Feedback to Large Classes

Students expect that feedback on assessment will be detailed, timely, meaningful, and personal. We know this from student survey responses, from TESTA, and from our interactions with students as we teach. The burgeoning literature on assessment and feedback means that we also know how important feedback is for the process of learning. However, constraints on time and other resources mean that meeting students’ (and our own) expectations around what feedback will be like when teaching a large class can be a significant challenge.