The purpose of this proposal is to ensure that the School of Education remains connected with the formative purpose of feedback, and that it avoids misconstruing the processes and practices of assessment and feedback as being merely a mopping up exercise at the end of a sequence of study. Instead, feedback should be understood and promoted as being a productive teaching interaction. Indeed, for many students, it may be the most important teaching interaction that they experience. The School of Education will therefore continue to keep the question of the purpose of feedback at the forefront of its teaching and assessment discussions, on the understanding that feedback worthy of the name should allow students to become more confident and informed in their thinking, writing and acting. The actions proposed present an opportunity to develop a rationale for feedback which gives a central place to the role of dialogue, reinforcing feedback as an engagement in the ongoing social practice of teaching rather than a reductive judgement and summation of learning.
|Place of Publication||Glasgow|
|Publisher||University of Strathclyde|
|Publication status||Unpublished - 2019|
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