Abstract
Assessment is an essential element in teaching and learning and is central to an understanding of how learning outcomes are achieved. It is through the assessment process and students’ efforts that we come to know them and plays a significant role in determining the students' success. Assessment also has a dialogic element: feedback. While feedback is a key element in formative assessment, it is vital we come to know how our feedback is understood by students, or what meaning they make of it. What makes good feedback, and how do we ensure that students can understand and act upon it? This keynote examines and explores the problematic nature of assessment and feedback in HE and enables delegates to purposefully reflect on the meaning and impact of feedback on students.
| Original language | English |
|---|---|
| Publication status | Accepted/In press - 5 Oct 2018 |