Feedback involves the design, delivery, reception, and use of information that helps students and teachers understand the gap between current and desired performance, and how to close it. The TLC-DLMh promotes a culture of feedback as a continuous dialogue, rather than a one-way communication.
Theoretical Frameworks for Effective Feedback
The Hattie & Timperley Model (2007)
The Boud & Molloy Model: Sustainable Feedback
Types and Channels of Feedback
Peer Feedback and Self-Assessment
Peer feedback and self-assessment are not just time-saving strategies for the teacher: they are high-level cognitive activities that develop "feedback literacy" in students—the ability to understand, interpret, and use feedback to improve (Carless & Boud, 2018).
Feedback Literacy: Teaching Students to Use Feedback
One of the most documented problems in higher education feedback research is that students often do not read, understand, or use the feedback they receive. Developing students' "feedback literacy" is a skill that must be explicitly taught.
Student Feedback on Teaching
The systematic collection of student feedback on teaching (Student Evaluation of Teaching, SET) is a tool for quality assurance and professional development. The TLC-DLMh promotes a critical and reflective approach to the use of SETs, moving beyond the limitations of standardized anonymous final evaluations.
Feedback in Digital and Blended Environments
The digital and blended context opens new possibilities for feedback: automated immediate feedback, asynchronous audio/video feedback, and remote peer feedback. The TLC-DLMh supports teachers in integrating digital tools for feedback.