Giving Students Feedback
Student work samples paired with instructor feedback offer one of the most meaningful ways to demonstrate teaching effectiveness in higher education. These artifacts show not only what students are asked to do, but what they are actually able to accomplish as a result of the learning experiences designed by the instructor. By sharing real examples of student performance—alongside the comments, guidance, and formative feedback that shaped their progress—faculty can provide concrete evidence of how they support learning, promote growth, and help students meet course outcomes.
Including annotated work samples also highlights the instructor’s commitment to high-impact, reflective teaching practices. Feedback reveals how faculty respond to diverse learning needs, maintain academic rigor, and create an environment where students can revise, improve, and succeed. Together, the work and the feedback offer a transparent and authentic picture of teaching in action, making them a powerful component of any teaching portfolio, program review, or accreditation process.
Quick Tips for Providing Feedback to Students
- Be Timely. Give feedback while the work and the learning process are still fresh, so students can act on it.
- Focus on a few key points. Don't overwhelm. Prioritize the most important areas that will most improve learning.
- Balance strengths and suggestions. Start with what the student did well and then offer clear next steps.
- Be specific. Explaining your reasoning in Step 3 by adding an "example" is more helpful than "needs clarity."
- Use "feed forward." Frame comments in terms of what to do on the next assignment or revision.
- Ask questions. Prompts like "What evidence might strengthen this claim?" can help students think critically.
- Use models or examples. When possible, show what strong performance looks like.
- Check for understanding. Invite students to follow up, revise, or ask questions about your comments.