Learning through feedback

Re-imagining feedback

Feedback is information we receive on our work through marks, comments or reflections. It is fundamental for learning – it highlights what to keep doing, what needs work and how to improve.

How you value, use and feel about feedback is personal.  You will have your own unique relationship with and understanding of feedback, based on the learning experiences you've had. Sometimes these past experiences can result in a narrow or fixed view of feedback and its relationship to learning.

For example, there is a common misconception that feedback is only something that is provided at the end of an assessment, to the student, by the teacher. However, this view is too narrow. You can, and are often expected to, seek out feedback at any stage of your studies. Feedback also comes in many different forms, and from different sources.

It’s important to be open to reflecting on and changing the ways in which you think about and engage with feedback processes at university and in your future careers. This will help you to develop your feedback literacy.

Feedback stories

In these videos, University of Melbourne  students share their stories of how their understanding of feedback changed as they navigated different assessment tasks and learning experiences at university. Each student shares their unique approach to managing the feedback process, including how they channel emotions around feedback into positive action.

Listen to the story that resonates most with you or watch them all to get a broad perspective.  As you watch, note down any ideas you can try this semester.

Five strategies to help you learn from feedback

There are lots of different ways to make the most of the opportunities you have to learn from feedback at university and develop your feedback literacy.

Which of the strategies below are you already using? Which could you try this semester?

Strategy 1: Actively seek feedback

Look for opportunities to get feedback, rather than waiting for it to be given to you. Where you look for feedback might differ depending on what you would like feedback on (eg writing, language skills, oral presentations). Some potential sources include:

• Academic staff (via email or consultation hours)
• Your peers
• Student support services (eg  Academic Skills or the Library)
• Reflection on models of what ‘good’ looks like: example assignments, practice exams, observing how others approach tasks
• GenAI tools.

Strategy 2: Make sense of feedback

It can take time to interpret and understand feedback, especially if there is a lot of it. The following strategies might help.

• Categorise feedback into focus areas – eg content, structure, language, logic of your argument.
• Map your understanding of the feedback to the criteria (eg what was asked for in the task brief or listed in the rubric )
• Use your judgement – critically evaluate the feedback: is it something to prioritise for your next assignment or not? If it's from GenAI, is it accurate, reliable and applicable to your context?
• If you don’t understand the feedback, ask for a more detailed explanation or further examples.

Strategy 3: Use feedback

Look for opportunities to act on the feedback. Consider when and where you could apply what you’ve learned. Ask yourself:

• Can you implement this feedback in the immediate future (eg on your next assignment)?
• Can you add it to your toolkit for ‘someday’?
• Does it transfer to other subjects or other areas in your life (eg an internship or job)?
• Is the feedback about a strength you can keep using or is it something you need to work on?

Strategy 4: Give feedback

Learning how to give effective feedback to others is an important study, work and life skill. These strategies will help you to feel prepared to give useful, constructive feedback in a thoughtful way.

• If possible, spend time preparing how you will communicate your thoughts clearly and concisely.
• If you are providing feedback asynchronously (without the person there), think about the most effective way to do this. For example, if you are making comments on a document, annotating a copy of a draft might be clearer than putting the comments directly in an email.
• Remember you don’t have to comment on every detail. Some ways to help you decide what is worth including are:
  • Prioritise aspects of the work that would have the most impact (eg being able to follow an argument is more important than incorrect spelling).
  • Ask the person receiving feedback what they  would like you to focus on
  • Consider the stage that the work is at and adjust your feedback accordingly (eg suggesting changes to structural elements rather than finer details might be more useful on an early draft of a piece of writing.)
• Refer to standards or criteria, such as the task description or rubric, to help you be objective and explain the reasoning behind your comments.
• Aim to offer suggestions for improvement, rather than pointing out what you see as an error or omission. ‘I’ statements can also help to frame advice in a less critical way. Compare the two examples below - which would you rather receive?
  1. This paragraph is lacking...[X].
  2. I think including [X] would improve the clarity / impact / strength of this paragraph.
• Allow the person receiving feedback time to think about it and provide the opportunity to ask for further explanation if required.

Strategy 5: Manage emotions around feedback

It’s not always easy engaging with feedback on your work. Sometimes it can provoke some uncomfortable feelings. You may feel worried about receiving it or get frustrated or upset if you receive critical comments on something you’ve invested a lot of time and energy into. The good news is that this is something that you can work on and get better at. The following strategies can help.

• Acknowledge emotions and allow yourself to experience them.
• Remind yourself that the feedback is not personal – it’s about that specific task, not you and your abilities.
• Take a day or two to reflect on feedback – this will help you to be more objective.
• Don’t just focus on the negative. Also look at the positive feedback.
• If the volume of comments or areas to work on feels overwhelming, pick one or two things to focus on. Look for patterns or repeated feedback to help you decide.
• If your thoughts and feelings are distracting you from your studies, you can seek support from the Counselling and Psychological Services at the university.

Using GenAI for feedback

GenAI can provide useful, instant feedback on a range of different focus areas (eg structure, logic or tone). It can also feel less confronting than getting feedback during a face-to-face interaction with your tutor or peers.

Treat GenAI tools as ‘thinking partners’ rather than experts or editors. Use them to help you notice patterns, test alternatives or suggest ideas you can evaluate with your own judgement. Learn how to write effective prompts to elicit the feedback you need and always critically evaluate the output.

GenAI can support your learning but it’s important to use it strategically. These tools don’t know the exact content you’ve been taught, and they can’t reliably judge discipline-specific accuracy.

If you’re using GenAI to help with work that will be graded, make sure it isn’t rewriting your ideas for you.  Before you use GenAI for assessment-related work you must check to ensure that your Subject Coordinator has authorised its use.

Note: Do not upload assessment instructions or other University of Melbourne material as they are part of the University’s intellectual property and may be used by these tools without permission. Sharing University intellectual property is academic misconduct and can be subject to severe penalties.
See the AI and copyright resource.

Final tip

Feedback is more than just something you receive after submitting an assignment. It’s a process that you play an active role in and can use to improve your work and skills. The more intentional you are in participating in and reflecting on how you use feedback for learning, the more you will get out of it.