Student-centered feedback

Seven principles to strengthen learners’ capacity to regulate their own performance with associated feedback strategies.

Practical recommendations for making feedback more student-centred and inclusive

Nicol & Macfarlane-Dick (2006) synthesised the educational research literature on feedback and derived seven principles which might strengthen learners’ capacity to regulate their own performance and associated, easy-to-implement feedback strategies.

Good feedback practice

  1. helps clarify what good performance is (goals, criteria, expected standards)
  2. facilitates the development of self-assessment
  3. delivers high quality feedback information to students about their learning
  4. encourages teacher and peer dialogue around learning
  5. encourages positive motivation and self-esteem
  6. provides opportunities to close the gap between current and desired performance
  7. provides information to teachers that can be used to help shape teaching.

Read about the suggested strategies and use the attachment as a self-evaluation tool.

Source: Debra Macfarlane-Dick & David J. Nicol. 2006. Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education (2006), Vol 31(2), 199-218.