Feedback is a powerful tool for students to monitor their academic performance. Continuous support towards reflection on students' own learning improves recall, understanding, and application of theory to real-world situations and will help them transfer learning to new situations and become effective lifelong learners.

Seven principles of good feedback practice (Nicol and McFarlane-Dick , 2007, p. 205)

1. helps clarify what good performance is (goals, criteria, expected standards);
2. facilitates the development of self‐assessment (reflection) in learning;
3. delivers high quality information to students about their learning;
4. encourages teacher and peer dialogue around learning;
5. encourages positive motivational beliefs and self‐esteem;
6. provides opportunities to close the gap between current and desired performance;
7. provides information to teachers that can be used to help shape teaching.

Gauging students' prior knowledge

It is important to find out what students know coming in so that we can identify more specifically where the gaps in knowledge and skills are to adapt our teaching and tailor support mechnisms. Measures to assess your students’ prior knowledge and capabilities entering a course or programme may include portfolios, pre-tests, students’ self-reports, in-class polls, quizzes, muddiest points, and inventories of prior courses or experiences.

Techniques to gauge student pre-knowledge and experiences

Examples of good teaching at University of Auckland

Learning Design Community of Practice - showcasing good teaching examples across University of Auckland disciplines/faculties (monthly Zoom meetings open to all UoA staff)