Centre for Bioscience, The Higher Education Academy

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Development and implementation of a policy for delivering effective feedback to students

Project Leader Dr Maureen Dawson
Organisation Manchester Metropolitan University
Contact m.m.dawson@mmu.ac.uk
Partners Carol Ainley, Mike Cole, Rod Cullen, Alan Fielding, and Joyce Overfield, Manchester Metropolitan University
Grant type Departmental Teaching Enhancement Scheme
Completed Revised Project Complete

Description

Students require effective feedback on assignments in order to learn from the assessment process and to improve their performance. Effective feedback is timely, is of high quality and should be directly linked to the learning outcomes for the assignment. This project aimed to develop, evaluate and embed a School procedure for delivering effective, relevant and high quality feedback on assignments. This was achieved through the development, trial and evaluation of feedback proformas for a range of assignments across the levels. The proformas developed are appropriate both to the student level, to the type of assignment and to the learning outcomes of the assignment. Feedback was given electronically by proforma, through the managed learning environment (MLE).

Outcomes

Dawson, M. M., Overfield J. A., Ainley, C., Fielding, A., Cullen, R. and Cole, M. (2007) Development and implementation of a policy for delivering effective feedback to students. In Science Learning and Teaching Conference 2007, 19-20 June 2007, Keele University, p 231. Liverpool: The Subject Centres for Bioscience, Materials and Physical Sciences.

Links

Other information and support on feedback to students:

Glover, C. and Brown, E. (2006) Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? Bioscience Education E–journal,  volume 7 available at http://www.bioscience.heacademy.ac.uk/journal/vol7/beej-7-3.htm

Read the reports from our Effective Feedback to Students events at Wolverhampton and at the London Knowledge Lab

Formative Assessment in Science Teaching website
This FDTL4 project aimed to examine how students’ formative assessment experiences affect their learning – and looked at how feedback to students can be made more effective by maximising the learning students gain from their assessments.

Feedback to students – Extracts from "2000 tips for Lecturers" edited by Phil Race

Hounsell D., Hounsell J., Litjens J. and McCune V. (2005) Enhancing guidance and feedback to students: findings on the impact of evidence-informed initiatives, European Association for Research on Learning and Instruction (EARLI) 11th Biennial Conference Nicosia, Cyprus, 23 – 27 August 2005. Available at http://www.ed.ac.uk/etl/docs/earliHHLM.pdf