This week’s spotlight is on Flipping Feedback, based on the work of Dai Hounsell, Visiting Professor.
For many of our students, feedback often comes too late in the assessment cycle to be useful. Often assignments test what the student doesn’t know, or didn’t grasp, rather than supporting the fullest possible learning and understanding. If feedback is provided during the unit of study, feedback comments can often be acted on to develop or to consolidate learning.
At BU we have adopted the principle of assessment for learning, rather than of learning, with formative assessment tasks providing formative feedback that can strengthen understanding and lead to greater success in assessments. This is embedded in the BU assessment design policy.
The principles of flipping feedback, and the actions that follow from it, enable you to:
- move from retrospective feedback to prospective feedforward
- reconfigure teaching and learning activities to create more opportunities for ‘real-time’ feedback for learning
- embed opportunities for giving, receiving and responding to feedback—and for recognising it as feedback.
At BU we have adopted the principle of assessment for learning, rather than of learning, with formative assessment tasks providing formative feedback that can strengthen understanding and lead to greater success in assessments. This is embedded in the BU assessment design policy, and feedforward statements are features of the BU generic assessment criteria.
In this section of the Toolkit there are sets of slides and other easy to access information on how flipping feedback can generate opportunities for increased learning and understanding.
Anne Quinney, Principal Lecturer, FLIE
