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Is there a danger of too much feedback at first year? As studenta get to 4th year the scaffolds are mimimal. Perhaps they would expect the same level of feedback as received in 1st year.

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What if such feedback conflicts with feedback received by the student from other lectures e.g. Be more creative, be less creative

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if we empower and develop excellent learners though these feedback/teaching interventi
ons, is there a fear of grade inflation becoming an issue?

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'a one fits all' across a programme can't work if students are taking subjects through the medium of different languages - not learning another language but studying through another. In most cases students are not equally competent in both

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How can we encourage and support programme teams in adopting a programmatic approach to assessment and feedback in our institutions?

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"Quick and dirty feedback!"- Tansey Jessop

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"Quick and dirty feedback!"- Tansey Jessop

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Can we save relational learning in massified higher education? Yes according to @TansyJtweets planning for feedback helps this 

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Can we save relational learning in massified higher education? Yes according to @TansyJtweets planning for feedback helps this 

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Assessment and Feedback can be fun for students 

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Assessment and Feedback can be fun for students 

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So many of the mechanisms, tools and approaches showcased today have great potential to enhance student engagement in other areas e.g. decision making and curriculum design.

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Great to hear from colleagues in the field of assessment and feedback.

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I would like to hear more about how to address the issue of the linguistic competency of students when it comes to a peer review process. When teaching through the medium of a language that, for some, is their first language, but for most isn't, students' ability to engage with, and benefit from, this process varies

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The enormous value of exemplars, in multiple forms

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The enormous value of exemplars, in multiple forms

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Loving the two stage exam concept. Definitely going to implement it in my separation techniques module

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Loving the two stage exam concept. Definitely going to implement it in my separation techniques module

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Peer feedback is useful - but what level of underpinning confidence did these students have prior to engaging with peer review?

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Peer feedback is useful - but what level of underpinning confidence did these students have prior to engaging with peer review?

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Echoing this question  How can the lack of feedback in first year be addressed on an institutional level? I think modular structure and  casual teaching staff  work against programme-wide teaching approaches....

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Echoing this question  How can the lack of feedback in first year be addressed on an institutional level? I think modular structure and  casual teaching staff  work against programme-wide teaching approaches....

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Question for the panel: How can we tap into the ideas students are generating for new ways of providing feedback? 

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Question for the panel: How can we tap into the ideas students are generating for new ways of providing feedback? 

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Question for the panel: How can the lack of feedback in first year be addressed on an institutional level?

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Question for the panel: How can the lack of feedback in first year be addressed on an institutional level?

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The feedback should be empowering and that students need be educated about how to use and apply feedback in their future work

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The feedback should be empowering and that students need be educated about how to use and apply feedback in their future work

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With large classes (over 450) I have been guilty in the past of saying that I just don't have time to give meaningful feedback. I have seen today many ways of giving effective feedback and I will strive to improve my own performance as a teacher providing feedback. 

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With large classes (over 450) I have been guilty in the past of saying that I just don't have time to give meaningful feedback. I have seen today many ways of giving effective feedback and I will strive to improve my own performance as a teacher providing feedback. 

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There is some exceptional work going on, using innovative technologies embedded in sound pedagogy.

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There is some exceptional work going on, using innovative technologies embedded in sound pedagogy.

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It's great to explore feedback but how does this relate to 'feed forward' for future learning? Do we have to expand our terminology?

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"Active participation with feedback is expected and valued" - Just give the marks for fedback!

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How

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How do we maximise the impact of the feedback that we provide

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How do we maximise the impact of the feedback that we provide

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It takes so much time to produce good feedback, how do we know if it is even used by students

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How do we ensure feedback is received and used productively?  Follow on questions & assessment? Thoughts? 

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How do we ensure feedback is received and used productively?  Follow on questions & assessment? Thoughts? 

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"Feedback is only effective if it causes the the learner to take some action" ✅