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Theme/Topic
Feedback
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Name/Title
Feedback Strategies to Enhance Student Learning | UCD Teaching and Learning, 2019
Description
Students need to know how well they are performing in their learning. Feedback has a role to play in achieving that aim. Feedback is generally understood as staff giving feedback to students on their work, i.e. staff generating the feedback. However recent definitions of ‘feedback’ (National Forum, 2017; UCD Regulations, 4.32) have advocated for a more nuanced and wider understanding of this term to also include the development of students’ ability to monitor and judge their own learning, i.e. students generating their own feedback. Six different feedback strategies have been incorporated into UCD’s module descriptor (Table 1).
Table of Contents
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Teachers
Language
English
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Reference APA
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70-120.
National Forum (2017) Expanding our Understanding of Assessment and Feedback in Irish Higher Education.
National Forum Insight; Dublin: Author
Nicol, D. (2010). From monologue to dialogue: Improving written feedback in mass higher education. Assessment and Evaluation in Higher Education. 35(5), 501 -517
O’Neill, G (2018) Designing Grading & Feedback Rubrics. UCD T&L: Dublin. Accessed Dec 2018.
UCD Regulations (2018) Academic Regulations 2019-2020. Academic Council, UCD Dublin. .
UCD T&L (2019) Six Approaches to Technology Enhanced Feedback. UCD Dublin
Winstone, N. Robert A. Nash, Michael Parker & James Rowntree (2017) Supporting Learners’ Agentic
Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes, Educational
Psychologist, 52:1, 17-37, DOI: 10.1080/00461520.2016.1207538
Wiggins, G. (2012) 7 Keys to effective feedback. Educational Leadership, 70 (1). 10-16