In order for assessment to be even considered effective, the role of feedback must not be underestimated. This refers to the constructive and supportive suggestions, advice and comments provided to students on a submitted piece work – each with a goal of improving the quality of subsequent submissions.
Feedback has been beautifully described by Sally Brown as the “oil that lubricates the cogs of understanding” as it has the power to improve understanding, motivation and enhance students’ ability to self-reflect. However, despite this potential, feedback is not always delivered, received or interpreted correctly. There are numerous technology-based avenues for feedback to be shared with learners. These can improve the distribution and engagement with timely feedback, and assist in learners in realising the true potential of feedback – to feed forward.
Click below to view a screencast on effective digital feedback:
- Bjorkman, M. (1972). Feedforward and feedback as determiners of knowledge and policy: Notes on a neglected issue. Scaninavian Journal of Psychology, 13, 152–8.
- Brown, S. (2007). Feed-back and Feed-forward. Centre for Bioscience Bulletin ; HEA Academy.
- Merry, S., Reiling, K., & Orsmond, P. (2005). Biology students’ utilization of tutors’ formative feedback: a qualitative interview study. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602930500099177
- Price, M., Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback : all that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35(3), 277–289.
- Sadler, D. R. (2010). Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education, 35(5), 535–550.
- Y1Feedback. (2016). Y1Feedback (2016): Technology-Enabled Feedback in the First Year: A Synthesis of the Literature. Available from y1feedback.ie.