The Design, Implementation and Evaluation of an Active Feedback Process: A Pilot Study

Anniss, Ben (2024) The Design, Implementation and Evaluation of an Active Feedback Process: A Pilot Study. Innovative Practice Grants 2024 - Volume One: Innovations in Teaching and Learning.

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Abstract

The traditional feedback approach within Higher Education typically hinges on information transmission from teacher to student, though this has been criticised for limiting learner engagement (Winstone et al., 2020). Indeed, experiences within the context of Plymouth Marjon University have revealed that students often ‘just check the grade’, and either do not access feedback, or find it difficult to action feedback within future work. However, an emerging paradigm which emphasises learners' agentic role in generating, processing and enacting feedback (Ajjawi et al., 2023; Pitt & Quinlan, 2022), has demonstrated improvements in learner self-regulation and metacognitive knowledge (Nicol & McCallum, 2022). It has been suggested that the effectiveness of this approach relies on educators creating scaffolded, iterative learning opportunities that develop assessment and feedback literacy, judgement skills, emotional management, and actionable steps (Pitt & Winstone, 2023; Nicol, 2022). Therefore, to combat the aforementioned challenges, there is a need to trial assessment and feedback processes which promote active learner engagement. In light of the above context, the aims of the current case study were: 1) To develop learners’ assessment and feedback literacy engagement. 2) To support learners’ agentic role in generating, processing and enacting feedback. 3) To evaluate the impact and value of an active feedback process for student learning.

Item Type:	Article
Keywords:	Equality, diversity and inclusion, Leadership and management, Teaching and learning
Depositing User:	Ms Raisa Burton
Date Deposited:	27 Jun 2024 12:59
Last Modified:	28 Nov 2024 10:32
URI:	https://marjon.repository.guildhe.ac.uk/id/eprint/17852

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