Feedback – “I would like to know what I have done well”

Showcase Presenter: Denise Atkins

Authentic assessment encourages students to be more engaged in their learning, especially when supported by constructive feedback. Hattie and Clarke [1] 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 [2] 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.  

[1] Hattie, J., & Clarke, S. (2019). Visible Learning: Feedback. Oxon, England: Routledge.
[2] Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315-1325.