In order for feedback to be understood and used, feedback needs to be in the zone of proximal development. For a feedback giver, either being a student, a teacher or colleague, it can be quite difficult to assess what the optimal feedback should be.
To avoid this problem, someone who is asking for feedback can help the intended giver by providing more information on ‘where’ they are.
However this is not something that comes natural to most students. They tend to ask for feedback using questions that are very light on information. Often they will use the following archetypical questions:
- I’m stuck. What can I do?
- Is it good (enough)?
- Can you tell me everything I can improve?
- Is it good (enough) now?
In her article from 2021 Renske has provided a scaffold for asking better feedback questions. Which we found highly useful in classrooms and for feedback amongst colleagues.
When using this in practice we found out that is helpful to have reminder in the classroom to help students formulate better questions, and we designed a poster for it in Dutch.
Since we published this, we have received numerous requests for an English version of this poster for use at universities, international classrooms and English education. We’ve worked on a translation with Rosie Tanner.
The poster is freely printable and distributable on A1-format.
(This poster was designed by Mijke Wondergem)