Rethinking feedback in higher education: an assessment for learning perspective
|Author/Producer||Professor Kay Sambell/ESCalate|
|Date Published||3 August 2011|
Generally speaking, this publication builds on the principles of the Osney Grange Group, to which the author contributed. This is a group of 23 writers and researchers with expertise in assessment feedback, which generated an Agenda for Change (2009) in relation to feedback in university education. The group argued for the need for HE stakeholders to fundamentally rethink the role and purpose of feedback.
This discussion paper aims to flag up some of the key arguments for this change, and presents evidence of what such change might look like in practice. Although it has a ‘practical’ slant, being targeted at University Lecturers (in Education and other subjects) it is, of course, linked to the emerging literature on assessment in higher education.