Experiences from using formative feedback in entrepreneurship course

Hanne Løje*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingArticle in proceedingsResearchpeer-review


Formative feedback is a valuable tool that enables educators to provide an immediate and ongoing feedback to improve the student learning [1]. Formative feedback can be done in a variety of ways and can be administered at various times during a learning process [1].

Many studies about feedback and assessment in entrepreneurship educations focus on measuring, assessing and evaluating the contribution of the entrepreneurship education to society etc. and only a few studies have focus on how the didactic question of assessment and feedback are done in entrepreneurship educations [2].

In this concept paper, we report and reflect on our experiences and learnings from implementing formative feedback as a mandatory part of an entrepreneurial introduction course. The paper builds on experiences from one course, which ran in January 2021, in June 2021 and in January 2022.

The feedback design used in this course can be categorized into three situations: (1) from student to student and (2) from student to educator, and (3) from educator to student. The purpose and outcome from using the feedback design is described and evaluated concerning further development. The discussion also includes which initiatives, we consider there are needed to support the further development and the implementation of formative feedback in entrepreneurial courses.
Original languageEnglish
Title of host publicationSEFI 2022 Proceedings
PublisherEuropean Society for Engineering Education (SEFI)
Publication date2022
ISBN (Electronic)978-84-123222-6-2
Publication statusPublished - 2022


  • Formative feedback
  • Peerfeedback


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