Verbal feedback for written assessment: evaluating a novel feedback communication strategy

Feedback is defined as a process through which learners make sense of information from various sources and use it to enhance their work or learning strategies (Carless, 2015). Providing learners with feedback is an integral part of teaching and can have a powerful influence on student learning (Dowden et al, 2013). On midwifery programmes, feedback is continuous from practice supervisors and assessors (Nursing and Midwifery Council (NMC), 2023a), service users in clinical practice and theoretical assessments marked by academic educators. Feedback from practice experiences is often verbal, with accompanying written text from practice supervisors and service users in their midwifery ongoing record of achievement. Feedback from theoretical assessments includes formative and summative feedback, but this project focused on feedback for summative assessments.

There is a wide range of evidence from the national student surveys that suggests feedback is often rated lower than other aspects of teaching and learning (Killingback et al, 2019). Feedback is a critical component of the learning process, providing learners with valuable insights into their performance, identifying areas for improvement and promoting reflective practice. However, traditional methods of delivering feedback, such as written comments and face-to-face group discussions, often lack engagement and specificity, and may not effectively support learners in understanding and applying feedback to enhance their learning (Henderson et al, 2019). These methods can also be time consuming for lecturers and impersonal for the student.