Reflecting

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A significant component of maintaining and improving quality is the reflective process and it is the final step in the assessment and feedback lifecycle that joins this cycle to the next.

Students' reflection on the feedback they have received

We can help students understand and reflect on their feedback in several ways:

  1. Creating opportunities for students to discuss what their feedback means with teachers, Personal Tutor and peers.
  2. Creating opportunities for students to reflect on their feedback, link it to other assessments and act on it.
  3. Advising students on how to make use of their feedback.

Teacher's reflection on assessment and feedback

This step raises two key considerations:

1. Feedback to students

Question: Having taken so much trouble to provide students with useful feedback, have we taken the necessary steps to ensure they can use it?
Answer: One way of finding out is to ask them. The assignment submissions and our feedback are parts of a dialogue that helps the students come to know and understand the subject and discipline they've been studying. We need to ask ourselves whether, and to what extent, we are engaged in dialogue with our students? Have we built opportunities for further dialogue (beyond assignment and feedback) into our programmes?
Answer: The Transitions Toolkit has a specific section titled 'Tools to support the development of students’ assessment literacy' where you can find ways of helping students to make the best use of your feedback.

2. Course evaluation

Question: Having taken so much trouble with the design of our assessments, have we checked to ensure they are operating as we intended them to?
Answer: TopHat (where do I find more info?)
Answer: LUMIS (where do I find more info?)
Answer: SSC (where do I find more info?)
Answer: Focus Groups (where do I find more info?)


This report on Reflecting, produced by JISC, provides more information and links to additional resources.

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