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Feedback and Feed-forward: Where are we now?. Simon Walker and Rita Headington. Aim To examine how feedback and feed-forward can enhance the student learning experience Outcomes : Recognize the value of providing effective feedback and feed-forward

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feedback and feed forward where are we now

Feedback and Feed-forward: Where are we now?

Simon Walker

and Rita Headington

slide2

Aim

  • To examine how feedback and feed-forward can enhance the student learning experience
  • Outcomes:
  • Recognize the value of providing effective feedback and feed-forward
  • Identify how feedback and feed-forward can be provided
  • Consider how to use feedback and feed-forward to enhance teaching and learning in small and large groups
definitions what s yours
Definitions – what’s yours?

Feedback:

  • commentary of what has been done

Feed-forward:

  • suggestions for what can be done next

“Cowan...describes assessment as the engine that drives learning...feedback is the oil that lubricates the cogs of understanding”

Brown S (2007) ‘Feedback and Feed-Forward’ in Centre for Bioscience Bulletin No 22, Autumn 2007.

feedback and assessment project 2007 2009
Feedback and assessment project2007-2009

Investigation:

  • Strand 1: Audit of policies and practices
  • Strand 2: Enhancing feedback and assessment
  • Strand 3: Student perspectives

Dissemination:

  • Strand 4: Sharing effective practice
recommendations endorsed by academic council autumn 2009
Recommendations endorsed by Academic Council Autumn 2009

1: To endorse, and build practice upon, principles of assessment which recognise its dual purpose - for certification and aiding lifelong learning.

REAP principles

  • Principle 1: Student engagement with criteria
  • Principle 5: Summative and formative assessment alignment
slide6

2: To review and modify all programmes to ensure an appropriate balance and interaction between formative and summative assessment.

  • Building on REAP principles at review points
  • Programme validation
  • School review
  • Liaising with LQU assessment working group
slide7

3: To review the submission systems for conventional coursework, make effective use of developments in ICT to aid feedback, and to provide users with information on marking processes, procedures and their duration.

How can we use the available technology?

  • Summative tracking and feedback
  • Formative feedback

‘What happens to my assignment after submission?’

slide8

4: To disseminate effective practice through written guidance to all staff. To support and embed effective practice through a programme of educational development activities and opportunities for discussion within and between schools.

Sharing effective practice

  • Events and workshops
  • Resource bank
  • Guidance materials for staff and students
  • In-School support from Educational Development
slide12

Resources

  • HEA
  • ASKe
  • Northumbria University
  • Learning about effective practice
  • From our students
  • From each other
  • From our guest speaker: Kay Sambell