Teaching and Learning Conference 2019: Investigating the impact of co-developing an assessment rubric with Foundation students on their perceptions of and engagement with feedback

Foundation Science is designed to prepare learners for progression onto a degree course without having the required qualifications for direct entry. Recent analysis of learner access to feedback identified a lack of engagement with the detailed written comments provided suggesting learners do not investigate the reasons for achieving a given grade. Consequently they are not engaged with how to improve in subsequent assessments. The aim of this research is to identify if the use of a purposefully developed rubric co-designed with the learners can improve learner satisfaction and engagement with feedback whilst maintaining high-quality feedback in a timelier manner.