Abstract

I describe a novel research-led module that combines reduced academic marking loads with increased feedback to students, and allows students to reflect on and improve attainment prior to summative ...

Highlights

  • Feedback plays a key role in supporting student learning (Hattie et al 1996, Black & Wiliam 1998), and there is a wealth of guidance identifying good practice in providing feedback to students, stressing factors such as timeliness, utility and the provision of ‘feed-forward’ that allows students to improve on subsequent work (e.g. Higgins et al 2001, Gibbs & Simpson 2004, Nicol & Macfarlane-Dick 2004, Orsmond et al 2005, Duncan 2007)

  • I describe a module with an assessment strategy that (a) provides effective feedback to students that can be immediately applied to subsequent assignments and (b) reduces academic marking workloads by reducing the number of assignments that receive feedback each week

  • The final chosen reports gained significantly higher marks than both the first and randomly selected reports, suggesting that the students were able to use the feedback provided to select better work for summative assessment than that selected at random. These results suggest that the feedback supported their learning (Hattie et al 1996, Black & Wiliam 1998) and that they actively used it to prepare subsequent reports (Orsmond et al 2005, Glover & Brown 2006, Nicol 2010, Scott et al 2011)

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Summary

Introduction

Feedback plays a key role in supporting student learning (Hattie et al 1996, Black & Wiliam 1998), and there is a wealth of guidance identifying good practice in providing feedback to students, stressing factors such as timeliness, utility and the provision of ‘feed-forward’ that allows students to improve on subsequent work (e.g. Higgins et al 2001, Gibbs & Simpson 2004, Nicol & Macfarlane-Dick 2004, Orsmond et al 2005, Duncan 2007). I describe a novel research-led module that combines reduced academic marking loads with increased feedback to students, and allows students to reflect on and improve attainment prior to summative assessment.

Results
Conclusion

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