Feedback to Feed Forward

L. Murtagh, N. Baker

Research output: Contribution to conferencePaper


Summary At Edge Hill University we have been involved in a university wide review of assessment procedures and a key focus of our exploration has been upon trainees’ use of assessment feedback. This work is also set in the context of recent National Student Survey (2006/2007) which highlights students’ dissatisfaction with assessment procedures. Much time is invested by markers in providing feedback to students that is personalised, aimed at providing them with information to feedforward into their next piece of work. Given the investment of time by tutors in the feedback process, we were necessarily concerned with how it is used by students and keen to explore and develop our practice. This paper therefore draws on an action research project to explore students’ perceptions of assessment feedback and the impact of an intervention to enhance the use of feedback. Students received written feedback on a ‘traditional’ assignment, accompanied by the introduction of one to one tutorials. This paper presents an initial review of this work, highlighting the way that it has developed the feedback processes and the students’ engagement in self-regulated learning. Keywords Formative assessment; feedback, self-regulated learning; Initial Teacher Education
Original languageEnglish
Publication statusPublished - 2008
EventAssessment in Higher Education Conference - University of Cumbria, United Kingdom
Duration: 9 Jul 2008 → …


ConferenceAssessment in Higher Education Conference
Country/TerritoryUnited Kingdom
Period9/07/08 → …


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