{"id":12443,"date":"2022-04-18T09:00:20","date_gmt":"2022-04-18T09:00:20","guid":{"rendered":"https:\/\/microsites.bournemouth.ac.uk\/flie\/?p=12443"},"modified":"2022-04-19T08:30:51","modified_gmt":"2022-04-19T08:30:51","slug":"spotlight-on-the-assessment-feedback-toolkit-7","status":"publish","type":"post","link":"https:\/\/microsites.bournemouth.ac.uk\/flie\/2022\/04\/18\/spotlight-on-the-assessment-feedback-toolkit-7\/","title":{"rendered":"Spotlight on the Assessment &amp; Feedback Toolkit: 7"},"content":{"rendered":"<p>This week&#8217;s spotlight is on Flipping Feedback, based on the work of \u00a0Dai Hounsell, \u00a0Visiting Professor.<\/p>\n<p><a href=\"https:\/\/staffintranet.bournemouth.ac.uk\/aboutbu\/professionalservices\/flie\/assessmentandfeedbacktoolkit\/flippingfeedback\/\">https:\/\/staffintranet.bournemouth.ac.uk\/aboutbu\/professionalservices\/flie\/assessmentandfeedbacktoolkit\/flippingfeedback\/<\/a><\/p>\n<p>For many of our students, feedback often comes too late in the assessment cycle to be useful. Often assignments test what the student doesn\u2019t know, or didn\u2019t 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.<\/p>\n<p>At BU we have adopted the principle of assessment <em>for<\/em> learning, rather than <em>of<\/em> 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.<\/p>\n<p>The principles of <em>flipping feedback, <\/em>and the actions that follow from it,\u00a0enable you to:<\/p>\n<ul>\n<li>\u00a0move from retrospective feedback to prospective feedforward<\/li>\n<li>\u00a0reconfigure teaching and learning activities to create more opportunities for \u2018real-time\u2019 feedback for learning<\/li>\n<li>\u00a0embed opportunities for giving, receiving and responding to feedback\u2014and for recognising it as feedback.<\/li>\n<\/ul>\n<p>At BU we have adopted the principle of assessment <em>for<\/em> learning, rather than <em>of<\/em> 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.<\/p>\n<p>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.<\/p>\n<p>Anne Quinney,\u00a0Principal Lecturer, FLIE<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This week&#8217;s spotlight is on Flipping Feedback, based on the work of \u00a0Dai Hounsell, \u00a0Visiting Professor. https:\/\/staffintranet.bournemouth.ac.uk\/aboutbu\/professionalservices\/flie\/assessmentandfeedbacktoolkit\/flippingfeedback\/ For many of our students, feedback often comes too late in the assessment cycle to be useful. Often assignments test what the student doesn\u2019t know, or didn\u2019t grasp, rather than supporting the fullest possible learning and understanding. If&#8230;  <a class=\"excerpt-read-more\" href=\"https:\/\/microsites.bournemouth.ac.uk\/flie\/2022\/04\/18\/spotlight-on-the-assessment-feedback-toolkit-7\/\">Read more &raquo;<span class=\"sr-only\"> about Spotlight on the Assessment &amp; Feedback Toolkit: 7<\/span><\/a><\/p>\n","protected":false},"author":653,"featured_media":12331,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[260],"tags":[46],"class_list":["post-12443","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment-and-feedback","tag-assessment-and-feedback"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/12443","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/653"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=12443"}],"version-history":[{"count":3,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/12443\/revisions"}],"predecessor-version":[{"id":13852,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/12443\/revisions\/13852"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/12331"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=12443"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=12443"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=12443"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}