(Boud & Molloy, 2013)
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)
Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.
Winstone, N., & Carless, D. (2019). Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. Routledge.