Feedback | Leeds Beckett University

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Feedback is an integral part of the learning process, enabling students to identify their strengths and weaknesses so they can achieve their full potential. There are many methods for providing feedback to students, and the type of feedback used will often depend on the nature and timing of the assessment.

When designing assessments, it is important to consider the feedback methods you will use, as well as the benefits and practicalities of each approach. This page introduces a range of possible feedback methods and highlights several tools available to you at Leeds Beckett.

Feedback methods

Feedback comes in a variety of forms and can be both formal and informal. Click through the tabs below to see some of the options available when providing feedback.

Audio feedback

As technology has become more accessible, the use of audio feedback has become a realistic option for staff. For example, Turnitin now includes the option to record audio comments.

Research has shown that audio feedback can save staff time (Rotherham, 2009) and enhance the student experience. It also allows students to hear vocal tone and inflection; features that are often lost in written feedback.

Video feedback

Video feedback is also emerging as an alternative to text only feedback, with students feeling it is more personalised and specific to them. Students consider this feedback to be more meaningful and, as a result, are more likely to engage with it.

You can create video feedback using a variety of methods. One method is to record yourself with Panopto, or using a web cam or mobile phone, and save it to your OneDrive to securely share with your student(s).

The method you choose will depend on the type of work being returned, how it was submitted, whether it is individual or group work, and the technology you have available.

Online and collaborative feedback

The university supports a number of tools to enable online submission including MyBeckett Assignment and Turnitin. All of these tools allow you to provide online written feedback. You can find out about providing feedback through Turnitin and MyBeckett on the Digital Learning Service guide pages.

If students use tools such as Microsoft Word Online, you can provide opportunities for online feedback from both peers and tutors. By sharing their documents, students can benefit from multiple feedback perspectives, and providing peer feedback can also improve their own writing. Turnitin submission areas also offer options for peer feedback.

Event and presentation feedback

In viva and presentation situations, it is important to provide feedback in a way that ensures it is not lost. Usually, this involves the tutor writing down the feedback and sharing it with the student(s). Alternatively, you might consider recording both the student presentation or viva and the tutor feedback using a system like Panopto, so that students can revisit it at their own pace.

Tips for giving feedback

Produced by the Centre for Learning and Teaching, this document provides handy tips for giving feedback to students

Student feedback tips

Feedback to large cohorts

Providing feedback to large cohorts of students can seem daunting. However, a range of tools and techniques can help you manage this process while still offering a rich feedback experience. Rubrics can highlight common areas of strength and weakness for students, while tutor-supported peer feedback provides a valuable learning experience for all participants. Audio feedback has been shown to be both engaging for students and time-efficient for staff, making it particularly effective for large groups.

Grading criteria and rubrics

Clear grading criteria that are explicitly linked to learning outcomes help students understand how they will be assessed and can also serve as a framework for effective feedback. Rubrics can illustrate how students can meet the grading criteria and what is required to achieve each grade level. When prepared in advance of an assessment, rubrics can also facilitate quick-turnaround feedback shortly after assignment submission.

Information about rubrics can be found on the Turnitin guidance webpage. Leeds Beckett specific generic marking criteria, which can be adapted for individual modules, are available on the marking criteria and rubrics webpage.

Case studies

Learn more about real-world examples of effective feedback from colleagues across Leeds Beckett.

Ruth and Rachel: When students are helped to understand the full scope of what counts as feedback, they recognise they receive far more feedback than they realised. Not just written comments on assignments, but also lesson observations, email exchanges, workshop interactions, and peer input. Making this explicit can significantly improve students’ perceptions of feedback and lead to higher satisfaction ratings, such as improved scores in the National Student Survey.

Edwin Knighton: A range of teaching techniques can be used to strengthen student engagement with feedback, helping learners actively reflect on and apply it to improve their work.

Ian Truelove: Course teams can boost the effectiveness of feedback by using clear terminology, sharing responsibility for the process with students, consolidating all feedback in a single journal, capturing verbal feedback through e-portfolios, and encouraging students to use mobile devices to keep their feedback records up to date.

Kate Grafton: Timely, tailored, and consistent feedback, delivered in ways that give students choice while remaining manageable for staff, can significantly enhance learning and satisfaction in professionally accredited programmes.

Dr Laura Taylor: Individual, well-timed one-to-one feedback sessions, combining reflection on past work with clear next steps, can strongly motivate students and help them use feedback more effectively in the following semester.

Mark Laurillard: Feedback works best when it’s a continuous, two-way dialogue woven into everyday interactions, formal or informal. Students do, however, need help recognising these varied forms as feedback.

Dr Gillian Dyson Moss: Ongoing, practical feedback, supported by continuous assessment, peer input, and reflective tools like journals, helps students understand their progress, identify next steps, and enables tutors to adapt teaching in real time.

Dr Marc Fabri: Regular presentation-based feedback, mirroring industry practice and supported by input from professionals and group work, gives students timely, authentic guidance while building collaboration skills they’ll need in real-world settings.