Designs which position students as active feedback seekers and users

(Boud & Molloy, 2013)

Checklist for Assessment Task Designs to facilitate Students’ Uptake of Feedback

Does your assessment task design have the following features:

• Have multiple feedback opportunities achieved through the distribution and relationship of tasks across the unit of work

• Types of feedback information to be provided, and by whom, are specified

• Details on how learner performance will be used to influence the (re)design of later tasks are spelt out

Examples of Feedback Uptake Designs

• Task series design: e.g., Students complete a series of similar tasks (e.g., a series of lab reports), where each cycle of feedback enables them to apply comments to the next iteration of the task.

• 2-part task design: e.g., Students undertake a first task (e.g., a presentation) followed by a feedback process whereby they use the feedback to inform a second related task (e.g., a written report).

• Draft+Rework Design: e.g., Students received detailed comments on a draft assignment. When students submit final assignment, they need to show evidence that they have used feedback from the draft (e.g., by completing a reflection on their feedback use)

• Pre-task guidance: e.g., Students are given opportunity to engage with rubrics and exemplars before completing their assignment. This dialogue with peers and teachers serve as pre-task feedback that informs the approach they take.

Winstone & Carless (2019)