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Prompt feedback

Did the instructor give students prompt feedback on their work?

Defined as information on the results of one’s efforts, feedback that is clear, specific, and timely motivates students to improve. Conversely, the absence of prompt, useful feedback reduces interest in learning” (Desrochers, 2005). The intended focus of this item is the word prompt—to determine the students’ perception of how quickly or timely the feedback is given.

Student Perspective

Responses given by students who were interviewed regarding the item’s meaning were consistently based on whether the instructor simply marked a grade or made comments as to why and how the grade was given. Several of the students included usefulness in determining how prompt the feedback was and vice versa (see “Useful Feedback”). One student commented that in some courses how promptly feedback is given reflects more on the TA than on the instructor. They answered this question as though promptness did not matter unless the feedback was also useful.

Strategies for Providing Prompt Feedback

  1. Give students feedback as quickly as possible.

  2. Provide feedback frequently.

  3. Budget your grading time.

  4. Give students an opportunity to use your feedback to improve their performance.

    You can ask students to turn in at least one draft of a paper before the final draft is due. “Focused teacher comments facilitate learning, but the effect is twice as great if the students have a chance to revise their papers” (McKeachie, 1994, p. 125). Students can be given an opportunity to raise their grade by improving their performance on alternate forms of quizzes, tests, and assignments. (Flash, Tzenis, & Waller, 1995, p.63)

  5. Make sure feedback is congruent to learning activities and assessments.

    Flash, Tzenis, & Waller (1995, p.65) give these examples:

    • Tape record your responses to students’ work. Ask students to provide a cassette tape with a few minutes introduction to their paper or assignment. They may point out what they would like feedback on, express concerns and ask for specific help. You can then respond on the tape in one of two ways, either as a reading log of your impressions as you work through the paper or as a final summative commentary. Keep your comments short and make some margin notes to yourself to explain on the tape. Address the student directly as if you were having a conference. Respond as a reader.
    • Use teacher-student memos. Ask your students to turn in a memo to you with their papers, describing their processes and concerns. You can then respond to the memo, rather than arbitrarily selecting things to talk about.
    • Use computer disks for response. If your students turn in disks, you can read them and insert comments on file copies. In some word processing programs, the comments can be printed separately or directly on the copy pointing to the place in the text that is being commented on. Generally a student need only mouse-over the comment indicator to read the electronic version of the comment.

Resources and References

For consultation on

  1. Designing Assessments,
  2. Exam Analysis, and
  3. Grading Strategies,

Contact Bryan Bradley in the Center for Teaching & Learning at 422-8194.

Davis, B. G. (1993). Tools for Teaching. Jossey-Bass: San Francisco.

Desrocher, C. (2005). IDEA Item #17: Providing timely and frequent feedback on tests, reports, projects, etc. to help students improve. POD-IDEA Center Notes.

Flash, P., Tzenis, C. & Waller, A. (1995) (2nd ed.). Using student evaluations to increase classroom effectiveness. Faculty and Teaching Asssistant Enrichment Program.
Office of Human Resources: University of Minnesota.

McKeachie, W. (1994). Teaching Tips: Strategies, Research, and Theory for College and University Teachers. (9th ed.). Lexington, MA: Houghton Mifflin.