A presentation by Martin Potts, Lecturer – Accounting Department, Aston Business School, Aston University from the Advance HE Assessment Symposium held on 24 October 2019.
Increasing the effectiveness and efficiency of providing feedback in a practical and scalable way by embedding a dialogic process into the teaching programme.
This presentation illustrates an approach to feedback applied in online and classroom environments which attempted to increase the effectiveness of achieving learning outcomes and delivering lifetime skills. Drawing on and combining four key sources of scholarship, a methodology evolved utilising formative assessments to provide feedback earlier than usual in the programme via a dialogic process, thereby increasing its effectiveness in assisting students attempting their summative assessments. The presentation summarises the approach, refers to the scholarship employed, illustrates with example feedback data, describes how learners showed increased engagement and self-reliance and shares how tutors became more reflective in their teaching practice.
