Embedded Files
Theory
Theory
We know that online submission and marking can enable students to access their assessed work and tutor’s comments more flexibly and efficiently. But that is not the same thing as ensuring they engage with, reflect and act upon that feedback. However, it will enable tutors to know who has accessed their feedback and this sort of information will form part of ongoing research into developing learning analytics at Brookes.
You will see that some of the Tips and Case Studies explore ways in which colleagues are currently trying to provide feedback online that effectively engages students. You can also access further insights and information from this JISC resource.
Practice
Practice
This stage informs students about the outcomes of an assessed piece of work but it is equally important that they are given information about their strengths and weaknesses so that they can improve their performance for future assignments.
Marks and feedback may be returned in a variety of formats depending on the nature of the assignment and how it was submitted for assessment. Formats vary from handwritten comments on scripts through a range of digital formats including audio and video feedback to ephemeral forms such as verbal feedback. Technology enables the process to be fully automated with information being delivered to students on a specified deadline after the submission date, however this doesn't necessarily mean that students understand and act upon the feedback.
Reflecting is one of the most important stages of the lifecycle. Real student learning takes place through an iterative process of reflecting on how progress matches against learning outcomes. It is also where staff review the effectiveness of various assignments in order to continuously improve curriculum design and delivery.
OLAF Principles
OLAF Principles
- Encourage students to reflect and act on feedback. (Reflecting on Feedback)
- Provide a clear record of achievement. (Recording marks)
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