A strategic framework for delivering ongoing feedback at scale

Hepburn, Leigh-Anne; Borthwick, Madeleine; Kerr, Jane; Vasnev, Andrey L.

doi:10.1080/02602938.2021.1959517

Cited by 5 publications

(2 citation statements)

References 63 publications

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“…As acknowledged by Hepburn et al (2022), the first-year experience is challenging for both educators and students with the demand on the educators to improve low engagement particularly in large classes. Providing feedback could address this, as evidenced by the higher levels of students' attention and satisfaction in a course reported by Pe ´rez-Segura et al (2022).…”

Section: Student Feedbackmentioning

confidence: 99%

Enhancing academic performance and student success through learning analytics-based personalised feedback emails in first-year chemistry

Kyne

Lee

Reyes

2023

Chem. Educ. Res. Pract.

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Section: Student Feedbackmentioning

confidence: 99%

Enhancing academic performance and student success through learning analytics-based personalised feedback emails in first-year chemistry

Kyne

Lee

Reyes

2023

Chem. Educ. Res. Pract.

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“…Ongoing assessment seems to be, so far, the best way to see deficits in the learning process, as well as to be capable of measuring the learners' evolution [63,64]. If the learner has other issues to solve over time, the assessment used should be able to detect various problems [30].…”

Section: The Need For An Ongoing Flexible Assessmentmentioning

confidence: 99%

Flexible Training Planning Coupled with Flexible Assessment: A 12-Week Randomized Feasibility Study in a Youth Female Volleyball Team

et al. 2022

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According to the Quality Education and Gender Equality ambitions established at the 2030 Agenda for Sustainable Development Goals, we aimed to test the feasibility of a flexible planning and assessment process, using ongoing, bidirectional feedback between planning and assessment. Eighteen players (11.5 ± 0.5 years of age) from a U13 female volleyball team were randomized into an experimental group (in which the plan could be changed daily) or a contrast group (pre-defined planning, adjusted monthly). The pedagogical intervention lasted three months. Besides ongoing daily assessments from the training practices, the Game Performance Assessment Instrument was adopted as a starting point for the weekly assessments in 4 vs. 4 game-forms (i.e., the instrument was modified monthly based on feedback from the training process). Information from daily and weekly formal assessment was used in the planning of the experimental group, and monthly in the contrast group. Data suggested that pre-established and strict planning (even updated monthly) failed to fit current learner needs. Over 12 weeks, the pre-established planning suffered regular modifications in the experimental group, and the assessment tool changed monthly. In conclusion, both planning and assessment should be open and flexible to exchange information mutually, and support the design of tailor-made learning environments.

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Developing and Evidencing Attainment of Graduate Learning Outcomes Through an Institution-Wide Feedback System

Lew

Demeester

Shankararaman

et al. 2022

Lecture Notes in Networks and Systems

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A strategic framework for delivering ongoing feedback at scale

Cited by 5 publications

References 63 publications

Enhancing academic performance and student success through learning analytics-based personalised feedback emails in first-year chemistry

Enhancing academic performance and student success through learning analytics-based personalised feedback emails in first-year chemistry

Flexible Training Planning Coupled with Flexible Assessment: A 12-Week Randomized Feasibility Study in a Youth Female Volleyball Team

Developing and Evidencing Attainment of Graduate Learning Outcomes Through an Institution-Wide Feedback System

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