On the one hand, providing written and verbal feedback on students’ work is a key element in the learning process. It is the point at which we are able to engage in the most detailed way with a student’s arguments, evaluate their demonstrated abilities, and provide direct, constructive advice. It is also a crucial moment in the student experience: receiving careful and considered evaluation from someone they respect and recognise as an expert in their chosen field. On the other hand, providing feedback can be time-consuming, laborious and uninteresting for the marker; receiving limited, cryptic or critical feedback can be demoralising for the student, and cause them to disengage. Worse yet, there is a suspicion (backed by some evidence) that most students do not read the feedback they are given, at all.
The aim of this workshop is to develop a way of thinking about feedback as an intervention in the student’s learning process. Drawing on up-to-date research, we will discuss presenting feedback in a way that is easily internalised by the recipient, minimises negative emotional responses, promotes constructive behavioural change, and makes the best use of the marker’s time.
Alignment to UKPSF: A1, A3, A4; K2, K3, V1, V3
Date: 24th July 2019
Dr. Peter Fossey
Pete is an Academic Developer, working in the Academic Development Centre, in Senate House.
He completed his PhD in Philosophy at the University of Warwick in 2015, and has experience in lecturing, programme management and curriculum design.