# data[].attributes.headline
Student guides to feedback as a process 

# data[].attributes.subject
Student guides to feedback as a process 

# data[].attributes.body
Y1 students worked with 2nd year students in class in real time to unpack the idea of peer feedback via dialogic activities.
y1 liked hearing it straight from the horses' mouth.

# data[].attributes.headline
Coming along to feedback tutorial with an action plan based on feedforward provided

# data[].attributes.subject
Coming along to feedback tutorial with an action plan based on feedforward provided

# data[].attributes.body
... so students can self check their work prior to submission

# data[].attributes.headline
Focused feedback, e.g.what went well and how to improve

# data[].attributes.subject
Focused feedback, e.g.what went well and how to improve

# data[].attributes.body
Give group one or two points very early on process and let them come back to you to discus the groups possible responses. This means they do not feel threatened and understand it is normal to not see the perfect answer immediately.

# data[].attributes.body
Asking students to mark 3 assignments and write feedback as a group Discussion
of what constitutes good feedback and how it can be used

# data[].attributes.body
Annotated exemplars.
exemplars alone not enough, value comes in actively working thtough

# data[].attributes.body
Screen cast of 'how to do well in this assignment', emphasis on assessment literacy

# data[].attributes.body
Students work in small groups and get feedback from staff. Students can peer teach as well

# data[].attributes.headline
Requiring students to consider an action plan that would respond to their feedback comments in their future assignments

# data[].attributes.subject
Requiring students to consider an action plan that would respond to their feedback comments in their future assignments

# data[].attributes.body
Supported students to review examples of former students' work in class
Students really valued chance to see (rather than be told) what standards and criteria look like in practice and relate to their own work

# data[].attributes.body
Audio adds personal, is more accessible for first years and brings the 'human' element back in

# data[].attributes.body
Screencast of common strengths and errors of previous cohort

# data[].attributes.body
Microsoft Word Tracked changes comment bubbles on the assignment plus a cover sheet with general comments, points for future improvement, grade breakdown

# data[].attributes.body
scaffolding aporaloach��������������������

# data[].attributes.headline
Self-assessment using assessment criteria and reflection on what they feel went well and what the challenges were in completing assignment before submission

# data[].attributes.subject
Self-assessment using assessment criteria and reflection on what they feel went well and what the challenges were in completing assignment before submission

# data[].attributes.headline
Peer-assessment moderation of group work marks

# data[].attributes.subject
Peer-assessment moderation of group work marks

# data[].attributes.body
linked to informal pass / fail grading so students were not concentrating on grade.

# data[].attributes.headline
Clicker questions (so creative. com) . Correct answer not revealed. Peer discussion in case of split vote, remote.  Students engage and see the benefit of discussion themselves.

# data[].attributes.subject
Clicker questions (so creative. com) . Correct answer not revealed. Peer discussion in case of split vote, remote.  Students engage and see the benefit of discussion themselves.

# data[].attributes.body
Opportunity to see annotated scripts for individual feedback and feed forward, within context of generic feedback

# data[].attributes.headline
Use Collaborate Ultra to provide F2F in combination with written feedback to distance learners. This way encourages students to collaboratively assess their work with the tutors.

# data[].attributes.subject
Use Collaborate Ultra to provide F2F in combination with written feedback to distance learners. This way encourages students to collaboratively assess their work with the tutors.

# data[].attributes.body
Translating our marking terminology - what does criticality mean? What is the difference between 'good' and 'satisfactory' ?

# data[].attributes.body
Submitting an essay draft and receiving feedback which fed forward meant that I was able to recognise areas to be developed in relation to the marking criteria and also practice drafting, editing and polishing work.

# data[].attributes.body
Criteria sheet for marking
Anonymous Discussion forum for Q&As
Quizzes
Problem sheets