Learner Feedback policy
Overview
SWITCH Community Ltd recognises the importance of learner feedback in creating a
continues cycle of quality improvement aimed at improving the learner experience.
“Feedback” is taken to mean comments, compliments or complaints.
Feedback is a 2 way process and involves both the learner giving their feedback and
our tutors/staff providing constructive feedback in the opposite direction
As an educational establishment Switch sees feedback as vital throughout a learners
journey, with opportunities throughout that journey for feedback to be shared
effectively from both sides. Opportunities for both sides to provide feedback at the
end of that journey is also vital.
Switch follows the following principles:
Principle 1
Learner engagement with feedback is promoted
Feedback is a two-way process, an on-going dialogue between learners and tutors.
In order for feedback to work for learners, they need to engage with it.
Learner engagement with feedback is promoted by:
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raising awareness of feedback by explaining its purpose, benefit and how to
use it;
demonstrating its worth by providing consistently high quality feedback;
providing feedback in an accessible, flexible manner;
prioritising it as a tool for learning;
facilitating reflection on feedback;
consulting with learners and engaging with them;
Learner engagement with feedback is a key to success. In order to engage with
feedback, learners need to recognise what it is, why it is helpful and how to make
use of it. To support learner engagement, tutors need to provide high quality
feedback as a learning tool. Opportunities for learners to reflect on and discuss their
feedback should be provided as part of an on-going dialogue about learning, and
appropriate signposting should be offered where it is required.
Principle 2
Feedback is for learning
Feedback should help learners to improve their future performance as well as
provide comment on work already done. Feedback should affirm what is known and
offer encouragement. Feedback methods should include: written, face-to-face, (both
individual and collectively), from peers, electronically or email.
Feedback is for learning and should:
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primarily help the learner to improve their future performance;
affirm ability and offer encouragement;
build learners’ confidence;
stretch and challenge learners;
embrace peer- and self-assessment as valuable learning tools;
A variety of types of feedback should be offered, with greater emphasis on formative
feedback that leads to improved future performance. Feedback should be provided
during the teaching period through a variety of methods that should offer varied
types of feedback, e.g. verbal, and provide opportunities for reflection.
Encouragement is needed for learners to look at their performance in a holistic
manner to see where they're going and make connections between strengths and
weaknesses across the board.
Principle 3
Feedback is clearly communicated to learners
Tutors should provide information about the types of feedback learners will receive
and the dates when it is available, ie ongoing through workbook, learning plans or
reviews. Tutors should also ensure that learners are made aware of the range of
informal feedback that will be provided during the course of their learning or
engagement period with us.
Feedback is clearly communicated to learners:
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as part of their induction
learners will be given information about what types of feedback they will
receive and when;
learners will be informed about the types of informal feedback they will receive
on an ad hoc basis throughout their course
Types of feedback and dates for delivery of feedback should be included in course
outlines (where appropriate) and be relevant to teaching.
Principle 4
Feedback is timely
Learners should receive regular feedback throughout their modules, timed to help
with their final assessment. Feedback on assessed work will normally be within 3
weeks.
Feedback is timely:
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regular opportunities for feedback should be integrated into lesson plans
feedback on all assessed coursework will normally be provided within three
weeks after the submission deadline;
if feedback delivery is delayed, learners should be told why and given a new
due date;
Learners should be given appropriate opportunities to feed back on their
experiences
Where more than one piece of work is assessed, the first piece should always be
returned in time for it to impact on the second.
Principle 5
Feedback is consistently delivered
Feedback will be delivered in an accessible and consistent manner, and will relate to
assessment criteria and learning outcomes.
Feedback is consistently delivered:
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feedback is provided in an easily accessible format (increasingly this points to
electronic feedback);
for written feedback, standardised formats are used that relate to marking
criteria and learning outcomes (tutors should agree appropriate
documentation);
Standardised feedback documentation should also be used at the end of an
engagement with any learner allowing them to record their overall feedback
on their experiences
Principle 6
Feedback quality is maintained
As an organisation it is our responsibility to ensure the quality of the feedback given
to or extracted from our learners, is maintained
Feedback quality is maintained through:
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benchmarking and moderation processes to ensure it is fit for purpose and
appropriate;
raised staff awareness through CPD;
ensuring that levels of feedback are sustainable;
Actively sharing existing good practice.
Providing standardised documentation
The role of leadership & management in actively sharing existing good practice both
feed into quality assurance. Learners play an important part in quality assurance
processes.
Signed on behalf of SWITCH Community Ltd
Signed: Gavin Bolton
Print Name: Gavin Bolton
Date to be reviewed – November 2016
Date: 19/11/15