Enhancing Feedback Enhancing Feedback


In-class assignments

 

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Cumulative assignments

 

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CASE EXAMPLES

 

Brunsden, V. (2007) Patchwork texts as a form of assessment. Higher Education Academy Psychology Network Newsletter, 44. pp. 4-5.
Psychology students gave feedback to each other on a variety of formative assessment writing tasks, which were then used in the final summative assessment.
http://www.psychology.heacademy.ac.uk/s.php?p=81



Variety, challenge and feedback

 

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Closing the feedback loop

 

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CASE EXAMPLES

 

Hounsell, D., McCune, V., Hounsell, J., and Litjens, J. (2008) The quality of guidance and feedback to students. Higher Education Research and Development, 27(1), 55-67.
The paper presents research findings on students' experiences of the provision both of guidance and feedback, and with respect to examinations as well as coursework assignments. A first- and a final-year Bioscience course unit were surveyed in each of three contrasting university departments. At the core of data analysis was a guidance and feedback loop, within which six interrelated steps have been picked out, beginning with the students' prior experiences of cognate assessments and closing with the potential of what has been learned from a given task to feedforward into subsequent work.
http://www.tandf.co.uk/journals/carfax/07294360.html

 

O'Siochru, C. (2008) Improving feedback effectiveness. Higher Education Academy Psychology Network Newsletter, 48. p. 4.
In this case study, supervisors of third year Psychology student research projects used the feedback on their supervisees' second year projects to give guidance to the student on how to develop their new project.
http://www.psychology.heacademy.ac.uk/s.php?p=81

 

Taylor, C. (2007) Feed-forward to improve academic writing. Centre for Bioscience Bulletin No. 22, p.8.
In this case study, Bioscience students can submit a draft report and receive face-to-face feedback which they can use before submitting a final report.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx

 

Whitelegg, D. (2002) Breaking the feedback loop: problems with anonymous assessment. Planet 3, 7-8
Based on a project in Geography, this article suggests that students should be marked anonymously but given feedback non-anonymously.
http://www.gees.ac.uk/pubs/planet/index.htm#top



Policies on feedback

 

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CASE EXAMPLES

 

Dawson, M. and Cullen R. (2007) A departmental policy for providing feedback to students. Centre for Bioscience Bulletin 22, p.3.
Following the merger of Biology and Chemistry departments to create a new School, a project team was established to look at practice and to develop pro formas for giving feedback to students through a VLE.
http://www.bioscience.heacademy.ac.uk/resources/bulletin.aspx