If students generate feedback by making comparisons against comments,
why should comments be the only comparator? [David Nicol, 2020]
This website and the arguments herein do not just represent an addition to the literature on feedback, some ideas about how to make current feedback practices more effective. Rather the ideas herein are a challenge to the whole notion of feedback itself as currently conceptualised.
This website re-examines feedback through the lens of comparison. It starts from the premise that students learn by comparing their work against some external information and by generating inner feedback out of that comparison. Based on this it investigates what students learn when they compare their work against information, other than teacher comments, such as journal articles, peer works, rubrics, exemplars, videos, online resources.
Initial evidence across a range of disciplines shows that when they do this, students generate more varied feedback than from comments, that this feedback builds up from one comparison to the next, and that multiple comparisons leads to feedback that surpasses what they generate from teacher comments.
This idea is easy to implement as it builds on a natural process - the making of feedback comparisons - something that we are all doing all the time anyway, even without receiving comments. These ideas have been researched at the University of Glasgow, the University of Padova, Italy and have been piloted across a range of disciplines at Trinity College Dublin and in Medicine at the University of Edinburgh. This new lens on feedback has never been the subject of systematic research so there is a lot to learn.
What is clear however is that the key to unlocking the power of inner feedback is to have students must consciously make comparisons and make their learning from them explicit through writing, discussion or action. This approach:
- Acknowledges that students are the architects of their own feedback while recognising that learning from feedback can be improved by approrpriate learning design that scaffolds students' feedback productions.
- Helps build students capacity to regulate their own learning, as inner feedback is the catalyst for the self-regulation of all learning.
- Improves students' attainment and the range of feedback students generate without placing excessive burden on the educator as comparison opportunities can be accessed in any claaroom situation and comparison resources are reusalbe
- Gives teachers better information about what feedback students are generating and hence about what comments they really need.
All new resources (articles, videos and tools) as they become available can be accessed below for those returning to this site for new developments:
Two minute Video - part of submission for Reimagine Education Award 2020 - for those who are time starved - is HERE
A 15 VIDEO with of an INTERVIEW with DAVID NICOL
produced for the Re-imagine Education International Conference where this work won the Siliver Award for Innovation in the Science of Learning can be found HERE
And a SHORT 900 WORD ARTICLE SUMMARISING THE MAIN IDEAS
but with a specific focus about how to implement them can be found here
Two new articles added on inner feedback see Nicol and McCallum (2021) here
and Nicol and Selvaretnam (2021) here
And conference presentation by Geetha Selvaretnam on appliations of inner feedback model in two stage exam setting is here.
Nicol, D., N. Quinn,, L. Kushaw, and H. Mullen. 2021."Helping Learners Activate Productive Feedback; Using Resource and Dialogic Comparisons, Presentation at the Chartered Association of Business Schools (CABS): Teaching, Learning & Student Experience Conference, 29-30th June. Online. Paper HERE. Uploaded November 2021.
David Nicol and Suzanne McCallum. 2021 “The Power of inner Feedback: Comparison changes everything. Presentation at Student Experience Expert Group Meeting 4 November for JISC UK. Slides and link to JISC event page
November 18th 2021: Keynote by David Nicol with input from colleagues Suzanne McCallum and Nick Quinn for SLO: National Institute for Curriculum Development in the Netherlands. Title of keynote "Improving Learning by building on pupils' natural capacity to generate inner feedback". Description can be found here and full video presentation here.
***NOTICE NEW RESOURCE FOR INSTRUCTORS 2 JUNE 2022***
Below is the First Practical Guide for Instructors (Teachers, Lecturers, Faculty) who want to implement comparison-based feedback. This Guide is unique. It differs from any other guidance about feedback published anywhere in the world. It is also short with 10 examples of implementation.
Nicol, D. 2022. “Turning Active Learning into Active Feedback”, Introductory Guide from Active Feedback Toolkit, Adam Smith Business School, University of Glasgow AVAILABLE HERE
FURTHER DETAIL (click section headers to expand)
This website presents a rethinking of the theory and practice of feedback in education. It identifies comparison as the fundamental cognitive process underpinning feedback production and students as the feedback producers. It does not however propose a narrow cogntive perspective on feedback processes and their role in learning. Rather, the proposal is that feedback thinking should take into account how the socio-material context shapes feedback processes and the learning that results. From that perspective the position in this website aligns with recent thinking by researchers (e.g. Gravett, 2020; Allal, 2020; Chong, 2020; van der Leeuw et al, date; Fawns and O'Shea, 2019) who also propose that we adopt an ecological and contextual framing of feedback. What I add however to these largely theoretical framings is a practice perspective, an implementation methodology, that can be applied across all disciplines. Indeed, a key goal of this website is to bring together ideas for practice, both those that can be implemented in a single lecture session to those that might span the timeline of a course or programme of study. The basic argument at the core of this new feedback thinking is simple.
All feedback rests on comparison processes
When teachers give feedback comments to students they must compare them against their own work and they generate internal feedback out of that comparison. If they do not compare, there is no feedback. But student, like all of us, are making feedback comparisons all the time, they are inherent in cognitive functioning. "Musicians learn to become better musicians by comparing their compositions and performances against those of other musicians and by generating internal feedback out of those comparisons. Scientists become better scientists by comparing their thoeories methods and findings against those of other scientists.
Students produce valuable feedback
In academic settings, students are also making comparisons all the time against different information sources and generating their own internal feedback. For example when completing an assignment they might compare their unfolding work against the task instrucitons, the assessment criteria, what is said in a lecture, some information in an online resource, a youtube video, the work of their peers or information derived from discussions with others, parents, teachers, peers, lab technicians. Each of these information sources is information for comparison and for the generation of internal feedback generation. Sometimes, usually when their work is complete, students get information from a teacher which they will also use for comparison. But that information is only a drop in the ocean of the information students are using for comparison and for internal feedback generation (see Yan, 2020, for a supporting argument). Why have we not considered these other comparisons before?
Making the comparison process deliberate and its outputs explicit
The key to unlocking the power of internal feedback is for teachers to have their students make consicous and deliberate comparisons of their work against different kinds and combinations of information resources, and to make explicit the learning that results from those comparisons, for example, in writing, in discussion and in the production of new work. This amplifies and varies the feedback students generate beyond comments alone and importantly it raises their awareness of their own feedback capability. Attainment improves, teachers see what feedback students can generate by themselves and are able to provide only the comments that are needed. In this framing, teachers should endload their comments after other comparisons. This methodology is simple to implement as it builds on natural processes that we are all engaging in anyway,