The way in which students engage with and learn from the multiple sources of feedback available to them is a key issue in the enhancement of student learning in higher education. Well-designed assessment tasks and associated feedback can yield large learning gains compared to a variety of other educational interventions, yet the National Survey of Students consistently reveals the lowest student satisfaction for assessment and feedback. Although students struggle to understand what is expected of them on academic tasks, formal statements of assessment criteria are typically insufficient to build the task understanding and evaluative expertise that students need to monitor their own learning. Increasing opportunities for dialogic feedback (i.e. interactions between lecturers and students, students and students, and students own self assessments as students are doing the assessment task) may result in better learning outcomes.
This research symposium brings together five assessment and feedback researchers who will discuss their own research findings in relation to these key concepts and consider implications with delegates. Sponsored by the Faculty of Social Sciences and the Centre for the Study of Higher Education at the University of Kent, the event is free to participants both within and external to Kent, though places are limited.
When:Wednesday 16 May 2018, 12.30-17.30
Where: Sibson Lecture Theatre 1 and Atrium
To view the programme and book a place please see here.