A feedback carousel is a structured activity in which students work in small groups, typically of four, and give feedback to each other in multiple rounds. An important aspect of this activity is that students actively practise giving and receiving feedback based on clearly defined criteria, for example a rubric they have co-created.
Each student starts by focusing on one specific aspect of a peer’s work, guided by one of the criteria. After a set amount of time, students rotate and move to the next peer, focusing on a different criterion. This process continues until all criteria have been addressed and each student has received feedback on all aspects of their work.
This rotation helps students receive feedback on multiple criteria while developing their ability to give focused and constructive feedback.
- Activity goal
- Assess | Practice skills | Reflect
- When
- In class
- Where
- Offline
- Duration
- < 30 minutes| < 60 minutes
- Group size
- Small | Medium
Step-by-step plan
Step 0: Preparation
Divide students into groups of four (if possible). Each students brings their own work. Provide all students with the rubric or a set of criteria (for example, the criteria that were co-created before). Provide clear guidelines for giving feedback: e.g., specific, respectful, and linked to criteria. Provide students with a clear feedback format and/or rubric.
Step 1: Explain the goal
To practise giving focused, and constructive feedback and to deepen understanding of quality criteria. Also explain the process: students will give feedback on different criteria in multiple rounds, rotating after each round. In the end, all students will have received feedback on all of the criteria.
Step 2: Round 1
Each student focuses on one specific criterion and gives feedback on a peer’s work based on that aspect.
Step 3: Rotation for round 2, 3, 4...
After a set time, students rotate to the next peer (e.g. clockwise). In each new round, students focus on a different criterion and give targeted feedback. This process is repeated each student has received feedback on all criteria. Students can use a placemat-style template to structure this process: each peer writes their feedback in a designated section, after which the student reviews all input and writes in the centre what they want to focus on moving forward.
For groups of 3 or uneven groups: each student still gives and receives feedback on all criteria. One student may take an observer or analyser role, summarising and adding to the feedback. Alternatively, students can provide additional depth by expanding feedback or focusing on two peers in one round
Step 4: Discussion and reflection
Let students ask clarifying questions to each other about the feedback if needed. Let students reflect on the feedback they received and identify key strengths and areas for improvement.
Step 5: Reflection
Let students reflect on the criteria and on using the criteria. Were the criteria complete? Where they clear and useful in assessing the work? What would they add or change?
Consider the tools and materials mentioned here as suggestions. In many cases it’s possible to use alternative tools. Please turn to the Learning & Innovation team of your faculty first to see which online and offline tools are available and how to apply them.
Offline
- Feedback form/template
- Rubric or checklist (co-created criteria)
Tip 1
- Model good feedback as a teacher e.g., in a first round: be concrete, specific, and emphasize feedforward (formulate concrete next steps).
Tip 2
- Lets students practise with giving feedback on a smaller assignment before starting the feedback carousel.
Tip 3
- Ensure there is enough time for the 'transfer' of the feedback. Let students make an action plan or, if there is enough time, improve their work already. You can use the shopping list activity to help students identify what they need in order to process the feedback, or have them create a 3-2-1: three concrete action points, two directly actionable behaviors, and one focused question they still have.
