Feedback for Learning in the Science Classroom

We asked our three undergraduate student consultants to reflect on their experiences with receiving feedback*. They approached this task with their lenses as learners majoring in Science & Engineering fields. The students all told us how valuable feedback is to their learning and that they would benefit from more opportunities to learn from their mistakes as well as guidance on how to improve. 

What follows are their perspectives and suggestions for maximizing learning through feedback practices in the science classroom. 

* To learn more about feedback strategies, see the CTL’s resource Feedback for Learning.

“For many students, science courses are a case of ‘sink or swim’…How can we change this perception? By being more deliberate about how feedback is given in the science classroom, both on an individual and class level.” – Michelle Yao, Columbia College; major: Biological Sciences.

“If every assignment/exam could turn into an opportunity to not only correct my thinking about the particular problems I encountered, but also to understand the patterns in my approach that might hinder my potential for improving, both my performance and learning experience can be enhanced beyond imagination.” – Yarin Reindorp, General Studies; major: Neuroscience and Behavior.

“Often it is up to me to make sense of my exams. I am given a grade based on what I got correct… I would benefit from better understanding what was incorrect and more feedback to guide my improvement.” – Sajan Bar, School of Engineering; major: Chemical Engineering.