DescriptionShort presentation on a small-scale teaching (assessment feedback) innovation delivered online at CSU's annual internal learning and teaching conference.
Title: Designing dialogic, multimodal assessment feedback for online learning
Recent scholarship frames the provision of effective feedback for learning as a design problem. In so-called ‘new paradigm’ feedback practice (Winstone & Carless, 2020), the focus shifts from message production (teacher-centred, monologic) to the design of interactive processes that promote proactive reception and application (student-centred, dialogic).
Design features promoted in this literature include: connected assessments; opportunities for students to self-assess performance and participate in feedback production, and; alignment of feedback mode (written, audio, video, etc) to context and purpose.
Such features were trialled in an online postgraduate subject with low enrolment. In an online survey distributed immediately after assessment one, students reflected on their performance and identified up to three areas for extended guidance on how to improve in assessment two (‘feed-forward’). Students received feedback in written (in-line comments) and digital audio (overall comment) modes, with individual preferences addressed primarily in the latter.
Insights from this trial are presented, including considerations for striking a productive and sustainable balance of design elements in future iterations.
Winstone, N. & Carless, D. (2020). Designing effective feedback processes in higher education: a learning-focused approach. Routledge.
|Period||18 Nov 2021|
|Degree of Recognition||Local|
- design methods
- online learning