This month, our digital education reading group discusses student-centred feedback. Thank you very much to Larisa Grice for suggesting this topic, and for providing the resources and information.
The resources are about the notion that students should evaluate themselves, seek feedback from a range of people (tutors and peers) and receive automated feedback as part of their learning cycle.
I tried to choose the resources that are focused on practical applications of student-centred feedback rather than research. As this topic is quiet broad, I thought perhaps we should narrow it down and relate our discussion that is more relevant to what we are currently doing at UoLW and specifically to the implementation of a standardised approach to summative assessment in the modules and how the current practice in formative assessment can be improved and enhanced.
I thought it would be good to exchange ideas about
- What can be done to ensure that students actively engage with feedback provided on both formative and summative assessments?
- How can we apply the components of effective learner-centred feedback in our learning design practice?
|Feedback for Learning – Closing the assessment loop. (n.d.). Retrieved November 22, 2022||This is a very comprehensive website about effective feedback practices used in three universities in Australia. Lots of useful resources can be found in there. I like Designs for feedback section which presents a framework for effective feedback.|
|Nicol, D., & MacFarlane-Dick, D. (2007). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice., 31(2), 199–218.||This is the only research paper in the list and it is not the most recent one but, nevertheless, seems the very popular one because it was cited in many articles which I looked through. Principle 2 in the list of principles is about self-assessment in learning in regards to feedback. Also the first presentation in the webinar recording, mentioned below, addresses this principle too. A copy is available to read online.|
|Assessment in Higher Education Network (UK), & Transforming Assessment. (2022). 2 November 2022: Student Centred Feedback Practices | Transforming Assessment.||A webinar recording – the first presentation, Flipped Feedback: A Student-Centred Feedback Approach; by Nigel Francis, University of Cardiff, might be applicable to fully online distance learning courses (5:00-21:00 min).|
|Imperial College. (n.d.). Practical recommendations for making feedback more student-centred. Retrieved November 22, 2022||This useful document was created based on the article #2 Nicole & Macfarlane-Dick|
|AI to improve assessment feedback| THE Campus Learn, Share, Connect. (n.d.). Retrieved November 22, 2022||The potential of artificial intelligence in assessment feedback – this is a very timely information because currently Tim Hall is exploring how we can use AI in proving feedback to students with the use of Noodle Factory platform.|
|Hughes, G. (Ed.). (2017). Ipsative assessment and personal learning gain : Exploring international case studies. Palgrave Macmillan UK.||A digital copy of this book is available in the UoL online library. Particularly relevant is Chapter 1 – Introducing Ipsative Assessment and Personal Learning Gain: Voices from Practitioners and the Themes of the Collection.|
Thank you for the material Larisa – As always, looking forward to it!