Teaching and Learning
Designing First Year Assessment and Feedback
Feedback Principles from REAP project
The REAP [Re-engineering Assessment Practices] project explored ways to give learners a more active role in assessment processes -especially in first year modules with large student cohorts.
The project built on 7 feedback principles to empower learners:
1. Clarify what good performance is (goals, criteria, standards)
2. Facilitate the development of reflection and self-assessment in learning
3. Deliver high quality feedback to students: that enables them to self-correct
4. Encourage dialogue around learning (peer and tutor-student)
5. Encourage positive motivational beliefs and self-esteem
6. Provide opportunities to act on feedback
7. Provide information that teachers can use to help shape their teaching
The context of these feedback principles is summarised and referenced here.
The Many Forms of Feedback
Case Studies on Effective Feedback
Kate Grafton from the School of Rehabilitation and Health Sciences, highlights here the positive impact in a professionally accredited Physiotherapy course of: swift feedback tailored to different assessment types, consistent feedback expectations across all course modules, giving students choice of how and when they get feedback, feedback that is manageable for tutors with large student cohorts.
Stephen Robson from the Carnegie School of Sport, describes here some unexpected benefits of mixing traditional and technology enhanced methods of feedback. The case study explores: how annotating scripts can save time, the flexibility of audio feedback, the importance of a clear, explicit strategy that supports mixed feedback methods.
Marc Fabri from the School of Computing Creative Technologies and Engineering, describes here how the BSc in Mutimedia Technologies relates feedback to professional practice.
The case study explores: feedback from tutors, peers and industry professionals, immediate feedback, feedback in a work-related context.
Ian Truelove from the School of Art, Architecture and Design, explains actions taken by the course teams in Fine Art and Graphic Arts and Design to: be explicit in feedback terminology, share ownership and responsibility for the feedback process with students, keep formative and summative feedback records in the same feedback journal, use an eportfolio to create a transcribed record of verbal feedback, encourage the use of mobile devices to update feedback journals.
Edwin Knighton from the School of Landscape Architecture, describes the range of techniques used by the course team to encourage student engagement with feedback.
These include: informal input in a studio setting from a range of people, a 'buddy' system to help create a record of feedback, revising terminology to make the feedback process explicit.
Mark Laurillard from the School of the Built Environment and Engineering, describes here how the course team for the BSc Project Management stress to students the engaging, collaborative, continuous dialogues in which they may get feedback. These include: group discussions in lectures and other forums, one to one discussions over coffee / by email, comments on formative/draft or summative work.
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