我决定进行教学工具包和PG Cert LTHE的一个关键原因是在给予反馈时帮助我，尤其是在书面报告上。PG Cert LTHE帮助我认识到，如果没有适当的反馈，教学质量和评估策略的使用很少，因为学生不知道自己的成就和进步。反馈是大学总体上得分很低的东西(REF)。因此，我有时会感到不安，因为我给出书面的反馈，这样的标记通常会让我花费时间去完成。然而，教学工具包告诉我，可选择的反馈方法是适当的。因此，我开始使用音频反馈而不是书面标记。Ferris(1997)建议，音频反馈可以提供一个更好的替代书面评论的学生对反馈的回应。同时，我觉得这可以让我在同样多的时间内给予更详细、更全面的反馈，同时也让我对学生有更大的好感。除此之外，我还尝试了面部表情反馈，让学生们在他们的作业上得到有限的反馈和分数，然后在会议上给他们提供更详细的反馈。虽然我只对少数学生做过这种实验，但我觉得面部表情反馈可能是一种非常有效的反馈方法。
One of the key reasons that I decided to undertake the Teaching Toolkit and PG Cert LTHE was to help me when giving feedback, particularly on written reports. The PG Cert LTHE has helped me to realise that without appropriate feedback the quality of teaching and assessment strategy are of little use as students are thus unaware of their own achievement and progression. Feedback is something that the university as a whole generally scores poorly (REF). Therefore, I am at times apprehensive when giving written feedback and as such marking often takes me along time to complete. However, the Teaching Toolkit has taught me that alternative methods of feedback can be appropriate. As such I have begun to use audio feedback rather than written marking. Ferris (1997) suggests that audio feedback can offer a better alternative to written commentary in terms of the student’s response to feedback. In concurrence I feel that this allows me to give far more detailed, thorough feedback in the same amount or less time as written feedback and appears to be far more favourable with the students. In addition to this I have also tried face-face feedback, whereby students are given limited feedback and their mark on their assignments, then given an appointment where they are provided with more detailed feedback during the meeting. Although I have only experimented with this approach with a small number of students I feel that face-face feedback may be a very effective approach to feedback.