A Personalised Feedback Cycle (By Caroline Hetherington and Louise Fearn)

When we talk about ‘Assessment and feedback’ we are often linking a set of feedback to an individual assessment. By doing this we create a separate feedback cycle for each piece of work, or taught module. This opens up the student journey to inconsistency in advice, experience and therefore progress across the different modules in … Continue reading “A Personalised Feedback Cycle (By Caroline Hetherington and Louise Fearn)”

Driving Feedback Forward. Nicki Smith (POLSIS) & Sarah King (CLAD)

Picture the scene. You want to learn how to drive, and so you sign up for a course. Except it’s not what you expected – no-one sits in the car with you. Instead, you’re shown photographs of people driving, and given books on clutch use. You start to feel anxious. ‘This is all very helpful,’ … Continue reading “Driving Feedback Forward. Nicki Smith (POLSIS) & Sarah King (CLAD)”

How will students need/want to be assessed? (Institute of Clinical Sciences led workshop: discussion responses)

Students increasingly come from primary/secondary school settings where they undergo continual testing and will arrive here with different expectations from previous generations. We need to look at what schools are doing and ensure a smooth transition to HE Feedback from current students is that they value frequent assessment: to reduce assessment overload, yet meet this … Continue reading “How will students need/want to be assessed? (Institute of Clinical Sciences led workshop: discussion responses)”

Want to make good teachers? Make them run 10K

On January 1st 2017 around 2:45 in the morning I began to establish a series of New Year’s Resolutions knowing that I would achieve very few of them. Of course, most of them were incredibly generic: be more positive, be better with money (both of which I have already failed). I then chose the golden … Continue reading “Want to make good teachers? Make them run 10K”