PDF-[READ] - Reconceptualising Feedback in Higher Education: Developing dialogue with students

Feedback is a crucial element of teaching learning and assessment There is however substantial evidence that staff and students are dissatisfied with it and there is growing impetus for changeStudent Surveys have indicated that feedback is one of the most problematic aspects of the student experience and so particularly in need of further scrutiny Current practices waste both student learning potential and staff resources Up until now the ways of addressing these problems has been through relatively minor interventions based on the established model of feedback providing information but the change that is required is more fundamental and far reachingReconceptualising Feedback in Higher Education coming from a thinktank composed of specialist expertise in assessment feedback is a direct and more fundamental response to the impetus for change Its purpose is to challenge established beliefs and practices through critical evaluation of evidence and discussion of the renewal of current feedback practices In promoting a new conceptualisation and a repositioning of assessment feedback within an enhanced and more coherent paradigm of student learning this bookanalyses the current issues in feedback practice and their implications for student learning identifies the key characteristics of effective feedback practices explores the changes needed to feedback practice and how they can be brought about illustrates through examples how processes to promote and sustain effective feedback practices can be embedded in modern mass higher educationProvoking academics to think afresh about the way they conceptualise and utilise feedback this book will help those with responsibility for strategic development of assessment at an institutional level educational developers course management teams researchers tutors and student representatives. Strategies for Students to Get More . o. ut . o. f Feedback . Dr. Sandra López-Rocha. School of Modern Languages, University of Bristol. Giving feedback and acting on it. 1. Closing the gap. 2. Considerations. – Surprisingly Straightforward. Fiona Russell. SASS. Diploma in Housing . Studies. Blended learning. Full-time and Part-time students. Postgraduate but includes non-graduates. Assignment submission online. Amanda French,  University of Wolverhampton. D. efamiliarise . and problematise lecturers’ . feedback practices . around students’ . academic writing . in HE. . Encourage lecturers . to be more . Learning from an action research project with students. Will Curtis & Jane McDonnell. De . Montfort. University. Enhancing Student Feedback – Best Practice Workshop, 8. th. February 2012, De Montfort University. Edinburgh Feedback Inventory. David Hope & Helen Cameron. Thursday 11. th. July 2013. Background and Purpose. Despite the importance of staff-to-student feedback few tools exist to rigorously evaluate it. : Do students read summative feedback returned to them alone at a computer?. Phil Denton and David McIlroy, Faculty of Science. Feedback for learning. The facilitation of learning is one of the reasons why assessment is undertaken.. – Surprisingly Straightforward. Fiona Russell. SASS. Diploma in Housing . Studies. Blended learning. Full-time and Part-time students. Postgraduate but includes non-graduates. Assignment submission online. in assessment and . feedback. April 2017 . Sarah Williams, . Katharine Gilmore . ,. . Ali . Hassan . Hadadi. . TEF Year Two: Assessment Criteria. Student Outcomes and Learning Gain. Learning Environment. Farid Panjwani. UCL Institute of Education. University College London. What is Ala in Ala . Taleem. ?. Doctor in Philosophy. Liberal Education – the idea of . Adab. Criticisms and response. A practical consideration. & Reflection in Law. Ruby Hammer. Faculty of Business, Education and Law. Introduction – Background . . 2011-12 Law School reviewed delivery of law curriculum as part of Staffordshire Graduate Employability Project.. Dublin City University. January 2013. Sally Brown. http://sally-. brown.net. Emerita Professor, Leeds Metropolitan University,. Adjunct Professor, University of the Sunshine Coast, Central Queensland and James Cook University Queensland. literacy. HE STEM Workshop: Writing in STEM Disciplines 24th . January 2013. University of Bath. Dr Teresa McConlogue. UCL. Email: t.mcconlogue@ucl.ac.uk. © Dr Teresa McConlogue This presentation is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.. Demographic and . Generational Shifts. Demographic shifts will require . all but the . most selective. colleges. to address impediments to enrolling . and . graduating all populations.. Demographic and Generational Shifts. Sherzad. Hakim. Director. Directorate of Quality Assurance. Hawler. Medical University. Erbil, Iraq. Contents. Definitions. Where we were? Growth since 1991. Factors contributing to the growth of external QA.