A positive approach
Feedback is often presented as a problematic aspect of higher education teaching: problematic, that is, for both learners and teachers, in part due to mismatches of expectations or different feedback discourses. Rather less attention is paid to the excellent feedback innovations taking place around the sector. In this workshop, we will draw attention to some of these innovations and other good practices and encourage delegates to apply them to their own professional contexts.
What to expect on the day
Our workshop will take a positive, ‘can do’ approach to feedback processes, with a focus on innovation, and address issues including:
- where are we now? A review of progress in the sector on higher education feedback and challenges still to be resolved
- unpacking staff and student discourses about feedback and how to manage these
- feedback innovations – a review of recent developments and how we can apply these to our own practices, both in general, and in individual disciplines.
Delegates will have the opportunity to share their own feedback narratives and ideas, but will also leave armed with new ideas about good feedback practice, with respect to both specific feedback innovations that they may like to try and more generic feedback methodology. A key purpose of the event is to illustrate, with examples and case studies, that whilst feedback remains a problematised area in higher education, progress is being made. Furthermore, there are innovations that we can apply and use in our own teaching – to enrich the student learning experience and foster a more positive mindset in ourselves, as educators, about the process.
By the end of the workshop delegates will have:
- understood how to use and apply a range of novel feedback approaches
- appreciated recent innovations in feedback practice
- discussed student and staff feedback discourses and how to ‘manage the differences’.
We will also ask delegates to bring some examples and resources to the event so that this is a truly shared experience.
The workshop will also make links to the UKPSF, and specifically A3, A5, K2 and V3.
Rachael-Anne Knight and Patrick Baughan, the two facilitators, both have considerable experience in assessment and feedback issues, and in different disciplinary areas. With the help of their expertise and your contributions, you can expect a stimulating day.
What’s your most positive feedback experience?
Ahead of the workshop, and moving away from the focus on negative feedback experiences, we would be very pleased to read about your own positive feedback experience or innovation, from a teacher or learner perspective (and in a higher education context). Please contact firstname.lastname@example.org
Due to the current coronavirus pandemic, this Innovation in Teaching Practice workshop will be delivered online. The content and learning outcomes will still be fulfilled although slight changes have been made.
Dr Patrick Baughan is a Senior Learning Advisor at Advance HE, his work focusing on areas including learning, teaching, assessment and sustainability in higher education. His role involves supporting universities in the UK and internationally in these areas. Patrick is a Senior Fellow of the Higher Education Academy (SFHEA) and he co-convenes the Learning, Teaching and Assessment Network for the Society for Research into Higher Education.
Professor Rachael-Anne Knight is an Associate Dean Education at City, University London and. She is the School of Health Sciences lead for the Teaching Excellence Framework. She is also the leader of the Formative Assessment and Feedback Toolkit. She has been a Principal Fellow of the Higher Education Academy since 2015, and a National Teaching Fellow since 2016. Outside of City, Rachael-Anne leads the London and Southeast network of Principal Fellows, organising three meetings a year for members to share best practice in relation to sector wide issues.