Quality of teaching is not an established or objectively measurable construct but arises from the interaction between lecturers and students within a specific teaching and learning context. Sometimes, what lecturers want to convey differs from what students actually take away. Against this backdrop, it is important to take a regular look at the learning process from the students’ perspective. Feedback methods help lecturers to better assess the effect of their courses, identify misunderstandings early on and refine their teaching in a targeted manner.
Unlike traditional evaluations using questionnaires, these methods are dialogue-orientated, incorporate students’ perspectives in more detail and provide suggestions that can be put into practice in lecturers’ teaching straight away. As formative evaluations they are a useful complement to the standard course evaluation at the end of the semester and many lecturers find them particularly helpful (Hense & Raser, 2021).
There is a wide range of didactic methods available and numerous method guides provide a broad overview (e.g. Dallmeier & Hawelka, 2009; Hoffmann & Kiehne, 2016; Waldherr & Walter, 2022). Which method is most suitable depends on the scenario it is used in, but also on personal preference. Three low-threshold methods for common scenarios are backpacking, one-minute papers and the barometer.
Backpacking: For an overall assessment of the learning journey you are on together
With the backpacking method, students reflect on what they would like to take away personally and what feedback they would like to pass on to the teacher at the end of a course or thematic unit. The two perspectives are recorded separately and then collected. This not only highlights learning outcomes but also provides teachers with specific feedback on which aspects of the course were found to be helpful and where students see room for improvement.
Procedure
Place two containers (e.g. cardboard boxes) in the room so that they are clearly visible. One of the containers symbolises the students and the other you as the lecturer. Then give the students two questions to reflect on:
- What will you take away from the session today? Note down the most important insight, a new idea or a thought that you will keep in mind.
- What feedback would you like to give the lecturer? Here, the students can write down suggestions, praise, criticism or requests for future courses or sessions.
Ask the students to note down their answers to the two questions using a separate card for each.
The cards are subsequently put into the appropriate containers anonymously. After the session, you can analyse the feedback and discuss key findings with the group or use them to refine your teaching.
Added value and benefits
Backpacking combines learning reflection and teaching evaluation in a single activity. While the first question encourages students to identify their most significant learning outcomes, the second provides valuable information regarding the design of future courses.
Precisely because the two perspectives are gathered separately, the picture that emerges is more differentiated than if only one wrap-up question were asked. Lecturers not only find out what the students have taken away but also how they experienced the course.
Practical information
The method is suitable for courses of up to 30 participants. All you need is two containers as well as pens and index cards. You should plan in around 15 minutes for it.
One-minute paper: Highlighting learning processes in one minute
It is not always easy for lecturers to assess what content was easily remembered or where further clarification is needed. The one-minute paper provides a simple way to get an insight into the students’ learning processes. The method takes very little time and helps both the students’ reflection and the refinement of the course.
Procedure
At the end of the teaching session, give the students the opportunity to reflect on their learning progress, making the question as specific as possible. The following questions would be suitable, for example:
- What was your most significant insight today?
- What question will you keep thinking about after today’s session?
- What would you like to find out more about?
- Where are you having problems understanding?
At the end of the session, ask the students to note down their answers on a sheet of paper. You can then review the answers, group them by topic, and visualise the results if necessary. Feedback can be given immediately or addressed at the start of the next session. That way, the students receive confirmation that their feedback is being taken into account in the further design of the course.
Added value and benefits
The one-minute paper highlights learning outcomes without significantly disrupting the flow of the session. At the same time, lecturers receive valuable information on what content has been understood well and where further clarification is needed. For students, this short writing exercise offers an opportunity to structure what they have learned and consciously record key insights.
Practical information
The method is suitable for courses of up to 60 participants. All you need to apply it is pens and paper. The written reflection takes about a minute. You should plan in around an extra 15 minutes for the evaluation and feedback.
The barometer: Feedback on one chosen aspect
With the barometer, the students rate one aspect of the course on a scale that has been prepared beforehand. They mark their assessment with a sticky dot or a pen. This creates a visual snapshot of the group’s opinions at a glance.
The barometer can pursue different goals depending on the question: it can record satisfaction with a course, highlight the perceived learning progress or collect feedback on individual teaching methods. This method is suitable both for wrapping up a session and as a brief opportunity for feedback during a session.
Procedure
Prepare a poster or flip chart with a scale. Formulate a specific statement for it that the students can agree with to a greater or lesser extent, e.g.
- Connections were explained clearly enough.
- The pace of the course was: much too slow … much too fast
- The lecturer created a work environment that encourages you to ask questions and get involved.
The students mark their assessment with a sticky dot or a pen. In addition, they can give reasons for their rating on cue cards or note down specific suggestions for improvement. If the feedback is to be anonymous, the poster can be turned over or covered while the students are making their rating. The results are subsequently viewed and discussed in the group.
Added value and benefits
The barometer yields a differentiated picture of the mood of the learning group within a few minutes. Lecturers recognise at a glance whether there is broad agreement or whether the opinions strongly differ. The method becomes particularly valuable if the results are not just gathered but are reflected on together. That way, misunderstandings can be cleared up, different perspectives highlighted and suggestions gathered for the further design of the course.
Practical information
How informative the barometer is essentially depends on the question asked, so formulate it in a way that is as specific as possible and refer to a clearly defined aspect of the course or session in each case. The Evaluation Toolkit [german version only] provides you with numerous pre-formulated statements on various topics relevant to teaching. Open-ended comment options help contextualise the ratings more effectively and often provide valuable information for the further refinement of the teaching.
All you need to apply it is a poster or flip chart that has been prepared beforehand along with sticky dots or pens. Digital tools can also be used here of course. The barometer can easily be used with tools like eduVote or Mentimeter. The time required is minimal, so the method can be applied even if you only have a few minutes to spare at the end of a session.
No matter what method you decide on: a few simple recommendations will help you get the most significant feedback possible (Alberternst, 2009).
- Prepare the students for the method. Explain the procedure before you apply it for the first time and highlight the principles of constructive feedback.
- Ask for feedback regularly. Having brief feedback sessions every three to four seminar sessions means that you can address suggestions and implement them during the course as it goes on.
- Plan for sufficient time to apply the method. You should plan in around 10 minutes to apply a feedback method.
- Make the process of handling feedback transparent. Tell the students what actions you are going to take as a result of their feedback. That shows that their feedback is taken seriously and increases their willingness to participate in future feedback sessions. Plan in about ten minutes for this at the start of the next session.
- Reflect on the benefit of the method. Not every feedback method is suitable for every course or every question, so check regularly whether the feedback you get actually helps you refine your teaching. If not, it is worth trying out a different method.
What feedback methods have proved effective in your teaching? Please feel free to share your experiences on LinkedIn.
References
Alberternst, Ch. (2009). Feedback geben – Feedback holen. In B. Hawelka, M. Hammerl & H. Gruber (Hrsg.), Förderung von Kompetenzen in der Hochschullehre (S. 165–179). Asanger.
Dallmeier, B., & Hawelka, B. (2009). Methodenreader: Eine Sammlung bewährter Methoden für Seminare, Vorlesungen und Workshops in der Hochschullehre (Schriftenreihe des ZHW, Bd. 4). Zentrum für Hochschul- und Wissenschaftsdidaktik, Universität Regensburg. https://doi.org/10.5283/epub.35395
Hense, J., & Raser, M. (2021). Evaluation und Qualitätssicherung in der Hochschullehre. In R. Kordts-Freudinger, N. Schaper, A. Scholkmann, B. Szczyrba, & J. Wildt (Hrsg.), Handbuch Hochschuldidaktik (S. 139–152). wbv Publikation. https://doi.org/10.36198/9783838554082-139-152
Hoffmann, S. G., & Kiehne, B. (2016). Ideen für die Hochschullehre: Ein Methodenreader. Universitätsverlag der TU Berlin. https://doi.org/10.14279/depositonce-4916
Waldherr, F., & Walter, C. (Hrsg.). (2022). didaktisch und praktisch: Methoden und Medien für die Präsenz- und Onlinelehre (3. Aufl.). Schäffer-Poeschel. https://doi.org/10.34156/9783791053080
Suggestion for citation of this blog post
Hawelka, B. (2026, July 16). Brief feedback, great added value: Three methods for teaching at university. Lehrblick – ZHW Uni Regensburg. https://doi.org/10.5283/ZHW.20260716.EN
Birgit Hawelka
Dr. Birgit Hawelka is a research associate at the center for University and Academic Teaching at the University of Regensburg. Her research and teaching focuses on the topics of teaching quality and evaluation. She is also curious about all developments and findings in the field of university teaching.
