Written feedback for students: too much, too detailed or too incomprehensible to be effective?

A three year research study entitled ‘Improving the effectiveness of Formative Assessment in Science Teaching’, involving Biosciences and Physical Sciences staff and students at two UK Universities, has been examining the potential for improving student learning by making changes to the way formative assessment and feedback are presented. Whilst initial findings from the research outline similarities and differences in perceptions of the two institutions (see Gibbs 2002; Gibbs, Simpson and Macdonald 2003), this paper focuses on the effectiveness of written feedback at both universities. The paper presents a more detailed analysis specifically of the perceptions of the levels and relative effectiveness of written feedback. Some key qualities of this feedback, and some examples of inappropriate use are identified, providing insights into possible changes in the nature of, and approach to written feedback to students. The research described in this paper was carried out by the Formative Assessment in Science Teaching (FAST) project during the period 2003-2006 and has formed the basis for a workshop organised by the Centre for Bioscience in London (26th Jan 2006) and again at Wolverhampton (22nd Feb 2006). The workshop focused on the categories of feedback given to students, including: noting of omissions and use of English, investigated the effectiveness of different types of written feedback, and asked “if a comment is made, what do you expect the student to do about it?