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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. 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?

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  1. Feedback and Feed-forward: Where are we now? Simon Walker and Rita Headington

  2. 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

  3. 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.

  4. 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

  5. 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

  6. 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

  7. 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?’

  8. 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

  9. NSS 2007: Where were we then?

  10. NSS 2009: Where are we now?

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

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