Group size: all sizes

Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)

When? At the beginning, middle and end of the course

Format: online and in the classroom

Description: participants answer a question by raising a ‘ballot paper/traffic light card’.

Implementation: the method can be implemented in the following way:

1. The students receive three cards in one of the traffic light colours (red, yellow, green), which they can hold up to represent their views.
2. Students should use the cards to answer clearly formulated questions, which should clearly represent the opinion of the entire training group.
3. The traffic light cards can also be adequately analysed in case of difficulties or ambiguities in the work phases, so that help can be given immediately without distracting the group.
4. The teaching staff can adapt and modify the rest of the lesson based on the feedback received (direct/indirect).

Source: Rabenstein, R., Reichel, R. & Thanhoffer, M. (2014). Das Methoden-Set – 5 Bücher für Referenten und Seminarleiterinnen. Münster: Ökotopia Verlag.

Group size: especially suitable for large groups

Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.) and learning (feedback on the students’ learning process, e.g. prior knowledge and experience; questions and challenges; eye openers, etc.)

When? At the end of the course or semester

Format: online and in the classroom

Description: At the end of the session or semester, students answer two questions on paper. These are collected in two feedback boxes provided, and then analysed. This feedback method gives you an insight into how the students are learning and provides information that is helpful for planning content and didactics for future sessions.

Implementation:

1) At the end of the event, ask the students to answer two questions using keywords. Consider whether you would like more open feedback or feedback on specific points (e.g. learning progress, a specific method, etc.).

Possible questions:

• What was the highlight of this event for me?
• If I were to attend this event again, what should be the same/different next time?

You can also pose more open-ended questions and ask the students to complete the following statements:

• I liked...
• I wish there was...

2) The students answer the questions on two separate sheets of paper. This takes about 5 minutes.

3) Then ask the students to put their answers or comments in the feedback boxes provided (e.g. cardboard box).

Source: https://www.tuhh.de/tuhh/en/lehre/lerninfrastruktur/lehrevaluation/veranstaltungsbegleitendes-feedback/urne/zettelkasten (in German)

Group size: all sizes

Feedback: learning (feedback on the students' learning process, e.g. prior knowledge and experience; questions and challenges; eye openers; short comprehension tests, etc.)

When? Mid-term, at the end of the course

Format: online and in the classroom

Description: The one-minute paper is used to record learning outcomes and open questions from students. Students actively engage with the content of the course. Possible questions:

• What questions about the topic do you still have today?
• What is the most important takeaway for you from today's session?
• In what areas do you still need clarification or practice?
• How would you rate the order of events in today's session?

Implementation: The teaching staff writes two to three questions on the (digital) board or on a flip chart, and the participants answer the questions briefly (one minute) in writing.

Source: Vrabl, O. (2021). Die Kartentechnik: Das weiterentwickelte Minutenpapier zur Förderung wirksamer Lehr-/Lernprozesse. die hochschullehre 17/2021.

Group size: small to large (oral feedback, joint written or written feedback on a form is most suitable, depending on the size of the group)

Feedback: teaching (feedback on various aspects of the course, e.g. framework conditions, preparation, implementation, effects, etc.)

When? At the end of the course

Format: in the classroom

Description and implementation: The students give feedback on the course using finger signs.

The finger signs are as follows:

1. Thumbs up: That was great.
2. Index finger: I met those goals.
3. Middle finger: I don’t like that/I didn’t like that.
4. Ring finger: That was my experience.
5. Pinkie finger: That wasn’t optimal.

The feedback can be filled in on a prepared worksheet, for example by drawing a hand and writing in the five feedback questions, or it can be called out verbally. The answers can be collected or discussed on the spot. Using a hand as a model makes this an easy-to-grasp feedback tool.

Source: Brinker, Tobina; Schumacher, Eva-Maria: Befähigen statt belehren. Bern: hep Verlag, 2014, p. 153.