Yet another paper telling us how to (start to) fix the feedback problem. This one contains some very sensible recommendations which I have highlighted below. Those of you who been playing along for many years may feel that this manuscript is rather similar to this and this (not referenced, but perhaps that's understandable given that the HEA have binned all their publicly-funded open-access journals). And so we reinvent the wheel. Again. Anyway, here's how to fix feedback:
Clear Transferability - Programme-level assessment. Yes please. Can't see it happening.
Feedback On Draft Work - Yes please, it's feedback, not assessment. Lift and separate.
Directly Linked To Criteria - Rubrics. Hmm... maybe...
Wasted Opportunities - Separate feedback and assessment. It's simple isn't it? I'll say it again. Separate feedback and assessment. Want me to say it again? OK, separate feedback and assessment.
Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback. (2015) Research in Learning Technology, 23: 27078 - http://dx.doi.org/10.3402/rlt.v23.27078
This paper explores the potential of technology to enhance the assessment and feedback process for both staff and students. The ‘Making Connections’ project aimed to better understand the connections that students make between the feedback that they receive and future assignments, and explored whether technology can help them in this activity. The project interviewed 10 tutors and 20 students, using a semi-structured approach. Data were analysed using a thematic approach, and the findings have identified a number of areas in which improvements could be made to the assessment and feedback process through the use of technology. The findings of the study cover each stage of the assessment process from the perspective of both staff and students. The findings are discussed in the context of current literature, and special attention is given to projects from the UK higher education sector intended to address the same issues.