What makes for ineffective feedback?

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The literature is filled with claims about what makes for effective feedback, for example, feedback that focuses on student self-regulation; feedback designs that require students to act on the comments they receive; and feedback that is timed so students can act on it. But what about what makes for ineffective feedback? This was a topic […]

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New project “Feedback for learning: closing the assessment loop”

I’m delighted to be part of a team on a new $280k Office for Learning and Teaching project titled “Feedback for learning: closing the assessment loop”. The project is led by A/Prof Michael Henderson from Monash University: Feedback (during and after) assessment tasks is critical for effectively promoting student learning. Without feedback students are limited […]

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