Year: 2017
Type: article
Abstract: Sustainable feedback practices that can feed forward require our students to be active participants in, and users of, the feedback we provide. Self-reflection and assessment are critical elements of this process. Existing practitioner research studies have exemplified the benefit of interactive cover sheets in facilitating dialogic collaborative feedback that encourages self-evaluation. This teaching article presents an extension to the use of such cover sheets to include student self-assessment and reflection in regards to specific marking criteria as part of an existing feedback process on a first year undergraduate course. In addition to encouraging self-evaluation and collaboration in the feedback cycle, observations from the practitioner research presented here also highlight how the use of this tool encouraged student writer awareness of the writer-reader relationship and the importance of this in their writing.
Author: Claire Louise Rodway
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3189183596