Paper based formative feedback methods usually mirror the final version of an assessment very closely. They may take the form of a ‘mock assessment’ which students are able to complete and receive feedback on. They may also take the form of feedback given on a draft of the whole or part of a final assessment. Feedback of this kind is sometimes called ‘formal feedback’.
- These Formative assessment activities usually map very closely to summative assessment so that students can learn directly from these activities directly to improve their final assessment outcomes
- Formative assessment activities of this kind are often very popular with students
- Moving to providing more detailed feedback on a formative assessment and reducing detail of feedback on a summative task means students are much more likely to engage with feedback and use it to develop their learning
- Providing formative feedback in this way can be very time consuming, but consideration should be given to reducing feedback on final submission in favour of formative feedback. This would need to be negotiated with students.
- Formative feedback on drafts of work can create unrealistic expectations of the final grade, for example a student who has addressed all feedback given and is then disappointed in their final grade. This would need to be addresses openly with students at the outset. This could also be managed by providing feedback on part of a whole assignment.
- Formative feedback on drafts runs the risk of encouraging student dependence on lecturers for assessing the quality of their work and inhibiting the development of their own skills in correcting and developing their work. This can be managed by incorporating activities around developing understanding of assessment criteria and peer feedback activities.
- Research suggests that grading drafts inhibits student engagement in written feedback
- Include some self and peer assessment activities alongside lecturer feedback to develop students’ assessment literacy
- Break large summative assessment tasks into smaller (summative or formative) tasks so students can receive feedback as they go along rather than waiting to the end
- Consider incorporating student giving oral presentations of written task which peers and lectures can feedback on rather than writing feedback on written work
- Consider using checklists of feedback comments to make giving feedback faster
- Consider providing audio feedback rather than written feedback
O’Donovan, B., Rust, C., & Price, M. (2016). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, 41(6), 938-949.
Lunt, T., & Curran, J. (2010). ‘Are you listening please?’The advantages of electronic audio feedback compared to written feedback. Assessment & evaluation in higher education, 35(7), 759-769
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2), 199-218.
Merry, S., & Orsmond, P. (2008). Students’ attitudes to and usage of academic feedback provided via audio files. Bioscience Education, 11(1), 1-11.
Sambell, K., McDowell, L., & Montgomery, C. (2012). Assessment for learning in higher education. Abingdon: Routledge.
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