Where to draw the line when giving feedback? When teaching undergraduates, I find myself trying to balance making them stretch to produce good work and giving them guidance. I must admit in my own undergraduate and graduate studies I rarely if ever asked for feedback (plenty of missed opportunities for me). That might color my judgment on this question.

This question is somewhat related to this other one Drawing Lines when Giving Ideas to Undergraduate Students; however, this question is more focused on when to give feedback and when not to. 

I generally do quite a few in-class activities (and am considering automated online no-penalty testing) and I consider those ample chances for students to gain feedback which does not affect their final grade (formative feedback). Most modules in my department are assessed by one written report. While I do have the ability to change how my modules are assessed the question still remains:

Does reviewing drafts and giving advice on how to improve their graded submission (prior to actual submission) maximize student learning?

I am interested in any research in this field as well as expert opinions.

Arguments for giving feedback before submission


Students may genuinely not understand what is expected of them (although I do feel I cover it quite well in dedicated review sessions)
Students may work harder when things are made crystal clear


Arguments against giving feedback before submission


Students may end up looking to the teacher for too much assistance and will, therefore, become more dependent where we want to foster independence
Students may be lazy and simply wait for the teacher to tell them exactly what to write seek excessive hand-holding when deciding what to write.


In student surveys asking for what students would most like to see more of, students primarily choose to have more feedback of their drafts prior to submission. This is unsurprising since (almost) everyone wants a better grade. However, I'm thinking that reviewing of drafts is actually hindering student learning.
A first point is to ask what is the purpose of the activity to be graded? Is it to test student's knowledge, or is it to provide a learning activity? If it is the former, then feedback before grading seems counter-productive. If it is the latter then the feedback is necessary to provide the sought effect.

I am experiencing this problem with student theses. In the system where I work, the thesis is considered an individual work and grading it should take into consideration qualities such as originality and independence and yet the student has a supervisor who should provide input. The task is caught in the middle between examination of a task and a learning experience; and each supervisor has their own take on where the limits are. So why is this such a mess?

The key lies in failing to define what is a learning experience and what is a test of knowledge or understanding. Hence it is necessary to try to define these points so that the division becomes clear to all concerned. The key lies in deciding the balance between the two. Feedback provided after grading is, in my opinion a lost cause since students have moved on to other activities and very few probably run through the comments. Better is then to, for example, build in the feedback into the grading. This can be done by setting a preliminary grade and stating that successfully working through (not just any work-through) comments to improve the task will provide additional points or step up to a higher grade. This may be incentive enough for most to do the extra work and for those who do not want to, well that will be their decision.

So a key ingredient will be to build in the feedback--improvement into the grading of the task. exactly how to do this will of course vary depending on the task at hand.