Feedback for Action: A
framework
Dr Oli Johnson (Academic and Learning Services)
What is this about?
What do students do with their feedback and why? How can the
feedback process be designed to encourage action leading to longer term
behaviour change? This paper proposes a framework for supporting the use of
effective action-orientated feedback as a way to join up student learning
across modules and levels. Project findings and recommendations are taken from
the HEA-funded Flexible Formative Feedback project, a student-led cross-faculty
consultation on feedback with students and staff at The University of Sheffield
that took place over the 2013-4 academic year. The paper will conclude with a
presentation of the Feedback Record, an online system for logging and referring
back to feedback events, developed by the project team and trialled with
students in the Autumn Semester 2014.
How will colleagues
benefit?
This paper will provide a number of concrete and easily adaptable
ideas to support the feedback process. It avoids the traditional focus on
quantity, quality, method, medium and timeliness of feedback to suggest that a
robust framework for supporting students in the interpretation, use and
application of feedback can result in a more effective process with a greater
positive impact on student learning. It will also introduce a new online
resource for interpreting and recording feedback that can be used as part of
routine teaching and assessment or as part of the Personal and Academic
Tutorial process.
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