Feedback: Before, During, After

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I’m currently working on a project called ‘FASTECH’, funded by JISC, so any stories on Feedback/Assessment are of interest. I’ve also been working on a module called Manipulating Media for the past 18 months, which we’ve developed with clear expectations of the assignment, ongoing ‘consultancy’, and a mix of peer/tutor feedback:

In a paper entitled “Reconceptualising assessment feedback: A key to improving student learning?”, published in the latest issue of Studies in Higher Education, the researchers say that a “fault line” exists between secondary and tertiary education.

In particular, they say that young people develop a set of expectations about academic support as a result of their experience at school, but when they get to university, these expectations are shattered by what is on offer.

To address this, the authors advise that the first year of higher education should be viewed as a transitional stage between the supported learning provided in secondary education and the independence currently expected at university.

During this year, students should be given “preparatory” guidance before an assignment, “in-task” guidance during the project and “performance feedback” at the end.

The authors, Chris Beaumont and Michelle O’Doherty of Edge Hill and Lee Shannon of Liverpool Hope, say universities should change their approach from isolated “events” of summative performance feedback to a continual “guidance process”.

This should include a greater emphasis on verbal and one-to-one interaction between tutor and student, they say. They also suggest that feedback should be standardised to a greater degree.

Read full story.

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