Challenges in marking and providing feedback are nothing new in higher education. Educators invest considerable time and energy in feedback, yet much of that effort goes unread or unused, and students continue to report that feedback practices fall short. Why does this persist? <\/p>\n\n\n\n
The evidence points to a few key findings. Feedback is often positioned as a justification for a grade rather than a means of advancing learning. There is also promise in developing students’ feedback literacy and evaluative judgement, so they better understand the role of feedback and what to do with it. Finally, emerging design approaches suggest that feedback lands better when it is provided deliberately, at checkpoints or key assessments, and integrated across multiple assessment points rather than attached to each task in isolation. <\/p>\n\n\n\n
In this workshop, you will draw on Curtin’s Sustainable Marking guide to examine how assessment, marking and feedback can be designed together rather than sequentially. You will work through practical principles and worked examples that show how deliberate design choices can lift the quality and developmental value of feedback, while remaining mindful of workload and timing, and then apply these to your own unit. <\/p>\n\n\n\n
Duration:<\/strong>\u202f60-90 minutes\u202f The workshop is structured around three themes from the guide. You will examine each through worked examples, then apply them to your own unit. <\/p>\n\n\n\n You will leave with at least one evidence informed change that strengthens the quality and sustainability of feedback in your unit. <\/p>\n\n\n\n
Format:<\/strong>\u202fin person or online via Microsoft Teams\u202f
Group size:<\/strong>\u202f30-60 participants\u202f
Bring along: <\/strong>a current unit outline or assessment design
Facilitator:<\/strong>\u202fRaelene Tifflin <\/p>\n\n\n\n\n