Implementing the Feedback Protocols

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Presentation transcript:

Implementing the Feedback Protocols https://blogs.shu.ac.uk/teaching/

Protocols? Expected methods Principles derived from research

Integrated Feedback is a dimension of a teaching and assessment strategy. It is, always formative; explicitly integrated through curriculum design; aligned with learning outcomes and assessment criteria; given for all assessed work - examinations and coursework; consistent in terms of the student's experience of their course.

Timely normally given within three working weeks (excluding student vacation periods) of the submission deadline for the assessment; given in time to inform subsequent and related assessments and exams.

Clear and focused communicated through assessment criteria; introduced to students at the start of teaching so that they are aware of the range of feedback opportunities available to them and how they can access this feedback; scheduled so that feedback on assessment is returned according to agreed expectations; given using plain English so that it is comprehensible and useful; clear about the level of the student's achievement in assessments; clear about the goals for further development through advice about how to achieve these; presented in the context of the student's original work so that the link between the feedback and the work is clear; discussed by students and tutors for clarification as necessary.

Supportive and inclusive given in ways that are appropriate to the assessment; given in ways that are appropriate to the level and needs of the student; given in ways that recognise student diversity; used to identify achievements as well as areas for improvement; enabling and encouraging in order to foster confidence and motivation; useful to each student even when generic feedback is given; given so that it makes effective use of technology as appropriate

Dialogic Feedback should enable students to construct meaning b analysing it through discussion with others; asking questions about it; making connections to what they have done and what they will do Effective feedback is part of an iterative process

Students are expected to… collect, retain and refer back to their feedback to inform subsequent work; critically reflect on their feedback and seek to improve their performance; engage with feedback opportunities during their course; seek clarification of feedback when necessary.