AbstractWhat do you think students do with your feedback on their work? Do they do anything more than read it? Does such a cursory reading enable them to unpack the necessary information from your feedback? If you think that students could get more out of your feedback then read on. This article explores a range of strategies that can be used to encourage students to extend their engagement with tutor feedback on their work, and thus, help them get more out of tutor feedback. The strategies cover the four main stages of preparation for assessment, marking, feedback tutorials and following up tutorials. Tutors are invited to consider which strategy or strategies could be relevant to their situation, and apply or adapt as appropriate.
Authors retain the copyright for their work, while granting the journal the exclusive right of first publication. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings.