Dr Naomi Winstone, Department of Higher Education, Guildford, University of Surrey, and Dr Robert Nash, Department of Psychology, Aston University, Birmingham, UK.
Feedback is one of the most powerful influences on learning and achievement (Hattie & Timperley 2007). However, for effective learning students need not just to receive feedback but to actively receive, digest and act upon feedback, also referred to as “proactive recipience of feedback” (Winstone et al 2017).
This seminar will focus on approaches to developing student engagement with feedback and draws on Nash & Winstone's research (2017) which suggests that a culture of shared responsibility between educators and students in the giving and receiving of assessment feedback is essential to ensuring feedback genuinely benefits students. This culture of responsibility-sharing is built around the principle of students as partners.
The seminar will provide an opportunity for lecturers and student representatives to share insights and perspectives in relation to student engagement with feedback. The ethos of responsibility-sharing will be explored and used to consider a range of approaches to removing barriers to student engagement with feedback. Participants will be introduced to the Developing Engagement with Feedback (DEFT) Toolkit and will be supported to create joint action plans to enhance the impact of feedback within their own contexts.
This seminar will be of interest to all staff involved in teaching and learning in Higher Education. In particular, it may be of interest to Lecturers, Programme Teams, Programme Co-ordinators and Education Developers.
Participants are encouraged to invite a student representative from their programme or year to attend the seminar.
For further information, contact Lisa O'Regan.
This seminar is supported by the National Forum for the Enhancement of Teaching & Learning as part of the National Seminar Series 2017-2018.