Wednesday, 12. February 2020, Guildford, CPD: Developing Students' Engagement with Feedback

from 12. February 2020 - 10:00 till 12:00
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Event description
Recent approaches to assessment and feedback in higher education stress the importance of students’ involvement in these processes. Rather than a one-way transmission of information from expert to novice, feedback is best represented as a communicative process involving dialogue between teacher and student (Nicol, 2010). Through active engagement with feedback, students have the opportunity to develop skills of self-monitoring (Nicol & Macfarlane-****, 2006), such that they become less reliant on external feedback and more reliant on self-regulated learning (Sadler, 1989). Researchers have called for a more heavy focus on the receiver’s end of the feedback process, through exploring how students interpret and implement feedback. These calls respond, in part, to evidence that students engage weakly with feedback, sometimes even failing to collect it altogether (e.g. Price, Handley & Millar, 2011). If we are to fully understand student engagement with feedback, we need to understand individual differences in feedback preferences (e.g. Winstone, Nash, Rowntree & Menezes, 2016), as well as those barriers that prevent students from acting upon the feedback they receive (e.g. Winstone, Nash, Rowntree & Parker, in press). This session will critically examine the position and role of the student in the assessment feedback process. Through surfacing the barriers to student engagement with assessment feedback, the session will explore the effectiveness of various practices and interventions to develop skills of ‘proactive recipience’ in students (Winstone, Nash, Parker & Rowntree, 2017), as well as considering the students’ own perspectives on the likely efficacy of such interventions (e.g. Parker & Winstone, 2016).
Learning Outcomes:• Identify the barriers to student engagement with feedback• Analyse the role of the student in the feedback process• Reflect upon your own recipience of feedback• Evaluate approaches to supporting engagement with feedback
Session aligns with the following UKPSF Dimension(s) ():
Areas of Activity (A): A1, A3, A4
Core Knowledge (K): K2, K3, K4
Professional Values (V): V1, V2, V3, V4

CPD: Developing Students' Engagement with Feedback, Guildford event

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