Showcase Presenter: Denise Atkins
Authentic assessment encourages students to be more engaged in their learning, especially when supported by constructive feedback. Hattie and Clarke  suggest that feedback is arguably the most critical and powerful aspect of teaching and learning. By providing an opportunity for the co-construction of marking criteria between students and teachers, students gain ownership over their learning and clearly understand assessment expectations.
Providing feedback that is relevant and in a form that is appropriate for the individual student has its challenges. Too often it is easy to take the path of least resistance – providing feedback under the guise of a generic A, B, C or D grade. This ‘appropriateness’ (or not) is what Carless and Boud  consider essential for students in order to be able to judge for themselves whether they can meet learning expectations and outcomes within a paper.
Attendees at this showcase will be posed with the concept that feedback is the bridge between assessment and learning, taking the participants on a journey to validate good assessment practice and the place feedback has in enacting this. The presenter will share early findings from a project undertaken in a Level 7 paper that focuses on co-constructing assessment criteria and negotiating expectations of the feedback process with students.
Denise Atkins is a Senior Lecturer in Sport and Recreation and an academic development advisor within Health and Environmental Sciences. She leads the HPE major in the BSR and is a passionate educator, with over 30 years experience teaching in schools and at tertiary level. Denise’s research interests are in professional learning and teaching, health education, physical education and children’s voice.
 Hattie, J., & Clarke, S. (2019). Visible Learning: Feedback. Oxon, England: Routledge.
 Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.