Feeding-forward: the challenge of actively engaging students in feedback
Theme 1: Assessment for Learning
Brief outline:
Research into students' use of feedback in limited. Walker (2006) showed that students may need help to understand feedback before they can make effective use of it. Poulos & Mahoney (2007) argue that “…feedback needs to be provided for you that can actually make a change….if you can’t make a change from what’s provided then it’s useless.” Crisp's (2007)study reveals only limited support for the idea that students actually do respond to feedback and make changes in a subsequent piece of assessed work consistent with the intentions that underlay the provided feedback.
The workshop will explore the dimensions of student's response to feedback and interrogate strategies, emerging from across the sector, which tutors can use to promote student engagement with feedback and thus improve their learning.
Led by:
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Dates and Times: |
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