The aim of feedback is to promote student learning processes and improve their skills in a specific subject. You can use feedback in your teaching to support the ongoing learning processes of your students. There are two central points of feedback which teachers should be aware of: the way students understand your feedback, and the opportunities of students to use this feedback in their future learning process.

Feedback can give your students insight into their own learning because talking to their teachers or fellow students helps to define their knowledge of their subject and makes them aware of their learning process. Peer feedback is a good way to generate insight into individual learning processes because it helps students to use each other to improve their competences through academic discussions.

Teachers can plan their feedback better if they are familiar with the current level of ability of their students. Your feedback can then guide your students to work towards the required level of ability. Feedback which shows students how to proceed with learning tasks is called feedforward. Feedforward involves regular, systematic guidelines to help students work towards specific objectives and learn more about their subject. Teachers can use feedforward by including feedback as an ongoing process in their teaching.

Feedback can help students to reflect on their learning process and enable them to take responsibility for it. This requires good feedback practice, because teachers have a big influence on how student learning processes and learning strategies develop. For instance, good feedback practice means that teachers are aware of the importance of encouraging dialogue, motivating the students, and using feedback to inspire the students to reflect on and assess their own learning process. Teachers can also use good feedback practice themselves to reflect on and improve their own teaching.

- Lynn, S. F. & Fuch, D. (1986): Effects of systematic formative evaluation. A Meta-analysis. Exceptional Children. Vol. 53, pp. 199-208

- Crooks, T. J. (1988): The Impact of Classroom Evaluation on Students. Review of Educational Reseach. Vol 58, No 4, pp 438-481.

- Black, P. & Wiliam, D. (1998): Assessment and Classroom Learning. Assessment in Education, 1, 7-74.

- Nicol, D. J. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.

- Wiliam, D. (2015) Løbende formativ vurdering. DAFOLO.

- THEME: Activities in sessions
- THEME: Teaching and digital media
- THEME: Exam and forms of examination
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Conducting research with students
- THEME: Supervision
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic weekend
- Example of practice: Academic quiz
- Example of practice: Analysis introduction
- Example of practice: Asking questions in academia
- Example of practice: Bridging cultural periods, teachers or courses
- Example of practice: Classroom activity with Prezi as a collaboration tool
- Example of practice: Classroom fieldwork
- Example of practice: Collective supervision
- Example of practice: Conceptual speeddating
- Example of practice: Discussion practice
- Example of practice: Exercises in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: European Capital of Culture on the curriculum
- Example of practice: Facilitating study groups
- Example of practice: Feedback on written exercises
- Example of practice: Feedback on web communication
- Example of practice: Fieldwork in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision on individual projects
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Handling language issues
- Example of practice: Ideas for master’s thesis at graduate intro
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermeneutic shock
- Example of practice: Language education with relevant digressions
- Example of practice: Learning diary
- Example of practice: Learning with blogging
- Example of practice: Lightning round evaluation
- Example of practice: Logbook course
- Example of practice: Looped feedback on student products
- Example of practice: Master´s thesis idea bank
- Example of practice: Master’s thesis supervision - Matching the writers and the supervisors
- Example of practice: Material exercises: Study of archaeological source material
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford Debate
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Participatory academic communities
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Portfolio for research and academic methods
- Example of practice: Poster session
- Example of practice: Presentation with response
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round Table
- Example of practice: Search exercise with student teachers
- Example of practice: Scheduled group assignments
- Example of practice: Semester reflections
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars about youtube
- Example of practice: Student teachers in language courses
- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
- Example of practice: Students contribute to web portal
- Example of practice: Study group and feedback guidelines
- Example of practice: Submission with audio or video file
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: The academic youtube video
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt at the library
- Example of practice: Wiki for preparation and presentation
- Example of practice: Working with student teachers
- Example of practice: Written exercise with peer assessment