Perhaps the most important way to think about feedback is to make it an inherent part of your unit or course design process, and not something that is considered only during the teaching phase.
Perhaps the most important way to think about feedback is to make it an inherent part of your unit or course design process, and not something that is considered only during the teaching phase.
Perhaps the most important way to think about feedback is to make it an inherent part of your unit or course design process, and not something that is considered only during the teaching phase. So when planning your unit and its associated learning activities and assessments, consider the following:
One effective strategy for inherent feedback in unit/course design is to use nested activities/assessments, where one assessment task (or activity) builds on a previous one (Boud & Molloy, 2012; Naylor et al, 2014). This succession of tasks actively encourages students to demonstrate their development by applying the feedback they received on an earlier task (Naylor et al, 2014). In this way, feedback is connected and aligned within the unit across both formative and summative contexts (Douglas et al, 2016).
Refer to pp. 8-9 Good Feedback Practices: Nested Assessment (Naylor et al, 2014) for a brief case study on nested assessment design. While this case study is for an undergraduate unit, the approach is applicable to postgraduate students also.
Aim to provide feedback early in the semester, so that students know how they are progressing with essential concepts.
The following tabs contain strategies which you can adapt to increase the type and frequency of feedback you offer in your units.
The Feedback for Learning: Closing the assessment loop project has developed some useful case studies on effective feedback that you may want to review.
In the video E-Learning Affordance 4c: Recursive Feedback (Cope and Kalantzis, 2014), Dr Bill Copeland outlines how educators can design technology-mediated feedback from multiple sources (peers, self and teacher), covering the length of formative/summative feedback spectrum.
These guides not only provide excellent information and strategies regarding feedback, but also offer case studies, practical tasks and worksheets for educators to use in planning feedback opportunities in their teaching.
This paper outlines the growing research on the design and impact of video, audio, screencast and other annotation feedback mechanisms.
Phil Race (2014) has extracted content about feedback from his text, 'Making Learning Happen', read from page 3 onwards.
Please contact the Learning and Teaching Centre for professional development, resources and advice for your learning and teaching needs at ACU.
Available 8am-10pm Sydney time, Mon to Fri,
9am-5pm Weekends and public holidays
Closed Good Friday and Christmas