From Monologue to Dialogue:

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Title: From Monologue to Dialogue:

1

From Monologue to Dialogue
enhancing feedback in learning
Professor David Nicol
Deputy-Director
Centre for Academic Practice and Learning
Enhancement (CAPLE
Director, REAP project (www.reap.ac.uk)
University of Strathclyde
Queens University Belfast,
Centre for Educational Development, 20th May 2009

2
NSS Assessment and feedback (2008)
No Survey Statement England Scotland Northern Ireland
5. The criteria used in marking have been clear in advance 69 69 69
6. Assessment arrangements and marking have been fair 74 74 73
7. Feedback on my work has been prompt 56 51 53
8. I received detailed comments on my work 61 52 52
9. Feedback on my work has helped clarify things I did not understand 56 51 50
22. Overall, I am satisfied with the quality of the course 82 86 83
3
Feedback as transmission

Elite to mass higher education
Quality of the input message (what is written by
teachers) versus the quality of interaction
Feedback as monologue trying to carry the burden
of dialogue
Students as passive
NSS might lead to narrow focus for interventions

4
Feedback as dialogue

Contingent in response to learners needs.
Multi-faceted deriving from many sources (peers)
and available in different formats.
Catalytic triggering inner dialogues around
disciplinary concepts and ideas.
Motivating encouraging feedback seeking rather
than feedback avoidance behaviours.
Actionable expressed as changes in thinking and
in action

5
Plan

Background
Re-engineering Assessment Practices (REAP)
project
Concepts and ideas
Suggestions to enhance practice
Case study of practice from REAP
Guidelines for implementation

6
Background

Research HE Academy 2004 Literature review 7
principles of good assessment and feedback
practice in relation to development of learner
self-regulation (Nicol and Macfarlane-Dick, 2004
2006)
Local Implementations Scottish Funding Council
2005-7 The Reengineering Assessment Practices
(REAP) project (1m) www.reap.ac.uk
Policy and strategy University of Strathclyde
Assessment Policy and Practice Guidelines
Synthesis QAA Scotland 2009 First Year
Experience Assessment and Feedback publication
(66 pages)
(http//www.enhancementthemes.ac.uk/documents/firs
tyear/FirstYear_TransformingAssess.pdf

7
Re-engineering Assessment Practices project

Scottish Funding Council (1m)
Strathclyde, Glasgow and Glasgow Caledonian
Large 1st year classes (160-900 students)
A range of disciplines (19 modules 6000
students)
Many technologies online tests, simulations,
discussion boards, e-portfolios, e-voting,
peer/feedback software, VLE, online-offline
Learning quality and teaching efficiencies
Assessment for learner self-regulation

8
First Year The academic experience

What is important in the first year?
Coping with transition
Understanding what is required
Engagement with academic programmes
Receiving support and feedback
Experiences of success
Feeling in control of own learning
Belief that you can succeed
A sense of belonging within the academic and
social culture
Based on research by Yorke (UK) and Tinto (US)

9
Background (1)

Gibbs, G. Simpson, C (2004) Conditions under
which assessment supports students learning,
Learning and Teaching in Higher Education, 1,
3-31.
See
Formative Assessment in Science Teaching (FAST)
project at http//www.open.ac.uk/science/fdtl/

10
Gibbs and Simpson (2004)

Assessment tasks Conditions 1-4
Capture enough study time (in and out of class)
Are spread out evenly across timeline of study
Lead to productive activity (deep vs surface)
Communicate clear and high expectations
i.e concern here is with steers about how much
work to do

11
Background (2)

Literature Review
Nicol, D. Macfarlane-Dick, D. (2006). Formative
assessment and self-regulated learning A model
and seven principles of good feedback practice.
Studies in Higher Education, 34 (1), 199-218
Nicol, D Milligan, C. (2006), Rethinking
technology-supported assessment practices in
relation to the seven principles of good feedback
practice. In C. Bryan K. Clegg, Innovative
assessment in higher education, Routledge.
Background
Student Enhanced Learning through Effective
Feedback SENLEF project funded by HE Academy
REAP project www.reap.ac.uk

12
Rethinking assessment and feedback

1. Consider self and peers as much as the teacher
as sources of assessment and feedback
Tap into different qualities than teacher can
provide
Saves time
Provides considerable learning benefits (lifelong
learning)

2. Focus on every step of the cycle
Understanding the task criteria (Sadler, 1983)
Applying what was learned in action

3. Not just written feedback
Also oral, computer, vicarious, formal and
informal

13
Seven principles of good feedback

Good feedback should
Clarify what good performance is (goals,
criteria, standards).
Facilitate the development of reflection and
self-assessment in learning
Deliver high quality feedback to students that
enables them to self-correct
Encourage peer and student-teacher and peer
dialogue around learning
Encourage positive motivational beliefs self
esteem through assessment
Provide opportunities to act on feedback
Provide information to teachers that can be used
to help shape their teaching (making learning
visible)
Source Nicol and Macfarlane-Dick (2006)

14
Two super principles

SUPER-PRINCIPLE 1 time and effort on task
(structured engagement) i.e. steers on how much
work to do and when Gibbs and Simpson 4
conditions
SUPER-PRINCIPLE 2 developing learner
self-regulation (empowerment/self-regulation) i.e
steers to encourage ownership of learning the
seven principles discussed above.
Case examples from REAP applying these
conditions/ principles

15
Discussion points
16
Seven principles of good feedback

Good feedback should
Clarify what good performance is (goals,
criteria, standards).
Facilitate the development of reflection and
self-assessment in learning
Deliver high quality feedback to students that
enables them to self-correct
Encourage peer and student-teacher and peer
dialogue around learning
Encourage positive motivational beliefs self
esteem through assessment
Provide opportunities to act on feedback
Provide information to teachers that can be used
to help shape their teaching (making learning
visible)
Source Nicol and Macfarlane-Dick (2006)

17
Seven principles of good feedback

Good feedback should
1. Clarify what good performance is (goals,
criteria, standards).
Teacher models expert performance
Students derive criteria from exemplars
Model answers
Students create assessment criteria for a task

18
Seven principles of good feedback

Good feedback should
2. Facilitate the development of reflection and
self-assessment in learning
Time on task
Students identify what was strong and weak when
they hand in an assignment
Explain concepts underpinning problem-solving
questions
Provide an abstract with an essay
Respond to teacher-feedback comments
Select feedback comments relevant to a task from
a list

19
Seven principles of good feedback

Good feedback should
3. Delver high quality feedback comments to
students that enables them to self-correct

20
The nature of feedback comments

Understandable expressed in a language that
students will understand
Selective only two or three worked out comments
Specific pointing to examples in the students
submission where the feedback applies
Timely provided in time to inform the next piece
of work or happening when most useful
Contextualised framed with reference to the
learning outcomes or assessment criteria
Non-judgemental descriptive rather than
evaluative, focused on learning goals not just
performance goals
Balanced focused on positive as well as areas in
need of improvement
Forward looking suggesting how students might
improve subsequent assignments
Transferable focused on processes, skills and
self-regulatory abilities

21
Seven principles of good feedback

Good feedback should
3. Delver high quality feedback comments to
students that enables them to self-correct
Feed forward rather than feed back
Feedback on processes and skills
Feedback on students self-assessments
Dont give feedback point to problem areas

22
Seven principles of good feedback

Good feedback should
4. Encourage teacher-student and peer dialogue
around learning
Students request feedback
Students respond to feedback received
Audio feedback
Discussions of feedback in tutorials or one to
one
Peer commenting and critiquing
Critical reviews
Electronic voting methods
Collaborative assignments

23
Seven principles of good feedback

Good feedback should
5. Encourage positive motivational beliefs and
self-esteem
Focus on learning goals rather than performance
comparisons
Withhold marks until feedback responded to
Avoid overuse of praise
Provide descriptive rather than evaluative
feedback (reader-response feedback)
Align formative and summative (e.g. MCQs)

24
Seven principles of good feedback

Good feedback should
6. Provide opportunities to use feedback
Provide feedback as action points
Drafts and redrafts
Reward use of feedback in a new task

25
Seven principles of good feedback

Good feedback should
7. Being responsive to feedback needs
Requested feedback
Online testing enabling just-in-time teaching
Electronic voting methods
One-minute papers
Monitoring discussion boards

26
Discussion points
27
Psychology

560 first year students
Mixture of psychology majors (130) and those
taking psychology only for one year (430)
6 topic areas, 48 lectures, 4 tutorials, 12
practicals
Assessment 2 x MCQs (25), tutorial attendance
(4), taking part in experiment (5), essay exam
(66)

28
Problems identified

No practice in writing skills but required in the
exam
More detail provided in lectures than mentioned
in exams (not enough independent reading)
No feedback except on MCQs (percent correct)
Didnt want to increase staff workload
Wanted to improve overall exam marks
And standard of entrant to second year

29
Discussion point

What would you do to improve the student
experience in first year psychology?
You can use any technology (or combination of
technologies) but you must consider costs and
staff time constraint.

30
Psychology Redesign

Discussion board in WebCT
Students in 85 discussion groups of 7-8, same
groups throughout year
Also open discussion board for class
Friday lectures dropped
Students discover for themselves through
collaboration what would have been presented in
the Friday lecture
Series of online tasks

31
Structure of group tasks

6 cycles of 3 weeks (one cycle x major course
topic)
First week light written task (e.g. define
terms) 7 short answers (all answer)
Second week guided reading
Week three heavy written task students answer
guided questions and then collaborate in writing
a 700-800 word essay.
Within each week
The Monday lecture introducing material
Immediately after lecture, task posted online
for delivery the following Monday
Model answers (selected from students) posted for
previous weeks task

32
The teaching role

Participation in the discussions was compulsory
but not marked (this year there is 2 mark for
participation)
The course leader provided general feedback to
the whole class often motivational
He encouraged students to give each other
feedback
And he selected the model answers
The group discussions were not moderated
Around 8 teaching assistants monitored the
discussions and reported non-participation to the
teacher

33
Guidelines

Comment constructively on each others work. If
you think that someone has missed a detail or is
confused then HELP - point out how an answer
might be better. This isnt showing off its
being supportive dont leave someone stuck with
half an answer or one thats wrong or confused
just because you dont want to seem to know
better it might be you that needs the help
next time. Build answers in your online group
discussion space, i.e. show your working
online where possible so that you can keep track
of your progress as a group (and also so that
Teaching Assistants can check on who is doing
what and who isnt).
Source Jim Baxter, Psychology, Strathclyde
University

34
Online Project 1 Classical Conditioning
Phenomena.
Each Group Member should read the Passer chapter
from the beginning to at least as far the section
which begins Applications of Classical
Conditioning. Satisfy yourself that you can
answer EACH of the questions below. Then agree as
a group who will answer what. Project 1 is to
answer these questions as fully as you can 1)
What type of response is susceptible to Classical
Conditioning? 2) Why does Extinction
occur? 3) What is Spontaneous Recovery? 4)
What does the phenomenon of Spontaneous Recovery
tell us about the nature of Extinction in
Classical Conditioning? 5) What is
Generalisation? 6) What is Discrimination? 7)
What is Higher Order Conditioning?
35
Project 9 An example of heavy task

The Task 800 word essay
Assess the strengths and weaknesses of Freuds
and Eysencks theories of personality. Are the
theories incompatible?
readings suggested
questions provided all should try
and advice on how to divide task given

36
Topic Online Project 9 - Online Group Projects
45 Date 11 February 2007 Subject
hey?? Author John Hey, is it OK with everyone
if I post up the part of my essay, describing
Freuds theories, some of his strengths and
weaknesses
37
Topic Online Project 9 - Online Group Projects
45 Date 11 February 2007 Subject
Rehey?? Author Donna yeah cool, il describe
Eysneck (is that even how its spelt) is any1
else gettin confused freuds sayin that adult
personality is influenced by parenting, either
excessive or lax at each of the stages that can
result in regression or fixation. whereas
Eysneck is saying that differences in personality
are a result of differences in the level of
arousalso there not compatible coz Freuds-
emphassing the importance of childhood
experiences and Ey is saying that it is
biologicalbut then genetic differences account
for like half of the difference or sumfin n
each is emphasising the importance of bio/env and
not saying that that is the only influence on
adult personality AND- if the ego and the
superego develop to control the impulses of the
id, which is innate and unconscious then how can
behaviour and personality be a result of
childhood experiences if the ids pesent at birth
ahh but then i spose that ego and superego have
contact with reality.... c y am conffudled!!
please help dont even no if this is anything 2 do
with question, who knows.xx
38
Topic Online Project 9 - Online Group Projects
45 Date 11 February 2007 Subject
Rehey?? Author John I think you are on the
right lines. In my essay, I said that Eysencks
theories of personality can be viewed in contrast
to Freuds theories of personality. I wrote that
both their theories can be correct although they
emphasised different things. Freud emphasised the
significance of childhood experiences (the three
main psychosexual stages) and the unconscious in
influencing adult personality traits whereas
Eysenck emphasised more the heritability of
traits and psychological factors such as
Psychoticism, Extraversion and Neuroticism as
main influences on the personality of an
individual. I hope that make more sense. Thats
kinda what I wrote in my essay, anyway!
39
Topic Online Project 9 - Online Group Projects
45 Date 11 February 2007 Subject
Rehey?? Author Donna yeh that makes sense!
thanks. i havent wrote the full essay yet but il
put up a summary of eysencks theory just now.
well in like 10mins. ta xx
40
Benefits

Students worked exceptionally hard
Written responses of exceedingly high standard
Discussions about learning and leaner
responsibility
High levels of motivation atmosphere in class
improved
Online interactions showed powerful scaffolding
Feedback possible with 560 students peer and
self-feedback (model answers)
Easy for tutors to monitor participation
Improved mean exam performance (up from 51-57,
plt0.01)

41
Has it worked?
42
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43
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44
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45
Online postings/interaction

24,362 messages posted by groups
Average number of postings per student 44.3
1067 postings to general open discussion forum
Students set up online study groups for other
subjects
Structured tasks online triggered important
social-cognitive processes

46
Relation to the Gibbs Simpsons four
assessment conditions

Tasks require significant study out of class
(condition 1)
Tasks are distributed across topics and weeks
(condition 2)
They move students progressively to deeper levels
of understanding (condition 3)
There are explicit goals and progressive increase
in challenge (condition 4)

47
Relation to 7 feedback principles

Standard format and model answers provide
progressive clarification of expectations
(principle 1)
Students encouraged to self-assess against model
answer (principle 2)
Course leader provides motivational and
meta-level feedback and selects model answers
(principle 3)
Online peer discussion aimed at reaching
consensus is core feature of design about
response (principle 4)
Focus on learning not just marks, sense of
control/challenge enhanced motivation
(principle5)
Repeated cycle of topics and tasks provide
opportunities to act on feedback (principle 6)
VLE captures all interactions allowing course
leader to monitor progress and adapt teaching
(principle 7)

48
What can we learn from this case study?

Use of simple technologies (discussion board)
Considerable thought gone into the learning
design which is transferable
The drivers were learning improvements rather
than technology (context of use)
Key finding across all REAP studies was need to
balance structure and learner control
An important finding was the way that the social
and the academic processes were shown to be
mutually supportive

49
Discussion points
50
EMPOWERMENT/ SELF-REGULATION
SOCIAL EXPERIENCE
ACADEMIC EXPERIENCE
ENGAGEMENT
Figure 1 Framework for Analysis of Assessment
and Feedback practice
51

12 Principles
of Good Assessment and Feedback
Practice

Good formative assessment and feedback practices
should
Help clarify what good performance is (goals,
criteria, standards)
Encourage time an effort on challenging
learning tasks
Deliver high quality feedback information that
helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports
formative learning processes
Encourage interaction and dialogue around
learning (peer, teacher-student)
Facilitate the development of self-assessment and
reflection in learning
Give choice in the topic, method, criteria,
weighting or timing of assessments.
Involve students in decision making about
assessment policy and practice
Support the development of learning groups and
communities
Encourage positive motivational beliefs and
self-esteem
Provide information to teachers that can be used
to help shape the teaching

Good formative assessment and feedback practices
should
Help clarify what good performance is (goals,
criteria, standards)
Encourage time an effort on challenging
learning tasks
Deliver high quality feedback information that
helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports
formative learning processes
Encourage interaction and dialogue around
learning (peer, teacher-student)
Facilitate the development of self-assessment and
reflection in learning
Give choice in the topic, method, criteria,
weighting or timing of assessments.
Involve students in decision making about
assessment policy and practice
Support the development of learning groups and
communities
Encourage positive motivational beliefs and
self-esteem
Provide information to teachers that can be used
to help shape the teaching

Good formative assessment and feedback practices
should
Help clarify what good performance is (goals,
criteria, standards)
Encourage time an effort on challenging
learning tasks
Deliver high quality feedback information that
helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports
formative learning processes
Encourage interaction and dialogue around
learning (peer, teacher-student)
Facilitate the development of self-assessment and
reflection in learning
Give choice in the topic, method, criteria,
weighting or timing of assessments.
Involve students in decision making about
assessment policy and practice
Support the development of learning groups and
communities
Encourage positive motivational beliefs and
self-esteem
Provide information to teachers that can be used
to help shape the teaching

Good formative assessment and feedback practices
should
Help clarify what good performance is (goals,
criteria, standards)
Encourage time an effort on challenging
learning tasks
Deliver high quality feedback information that
helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports
formative learning processes
Encourage interaction and dialogue around
learning (peer, teacher-student)
Facilitate the development of self-assessment and
reflection in learning
Give choice in the topic, method, criteria,
weighting or timing of assessments.
Involve students in decision making about
assessment policy and practice
Support the development of learning groups and
communities
Encourage positive motivational beliefs and
self-esteem
Provide information to teachers that can be used
to help shape the teaching

Good formative assessment and feedback practices
should
Help clarify what good performance is (goals,
criteria, standards)
Encourage time an effort on challenging
learning tasks
Deliver high quality feedback information that
helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports
formative learning processes
Encourage interaction and dialogue around
learning (peer, teacher-student)
Facilitate the development of self-assessment and
reflection in learning
Give choice in the topic, method, criteria,
weighting or timing of assessments.
Involve students in decision making about
assessment policy and practice
Support the development of learning groups and
communities
Encourage positive motivational beliefs and
self-esteem
Provide information to teachers that can be used
to help shape the teaching

Dynamics of Implementation

58
EMPOWERMENT/ SELF-REGULATION

Students create criteria
Students add own criteria
Students identify criteria from samples of work
Exemplars of different performance levels
provided
Students rephrase criteria in own words
Provide document with criteria

ACADEMIC EXPERIENCE
SOCIAL EXPERIENCE
ENGAGEMENT
Principle 1 Clarify what good performance is
59
EMPOWERMENT/ SELF-REGULATION

Students given large project and expected to
structure their own learning
Ask students to determine the milestones and
reward them for keeping to the deadlines
Set out a series of learning tasks with milestones

ACADEMIC EXPERIENCE
SOCIAL EXPERIENCE
ENGAGEMENT
Principle 2 Encourage time and effort on
challenging tasks
60
EMPOWERMENT/ SELF-REGULATION
SOCIAL EXPERIENCE
ACADEMIC EXPERIENCE
6.Encourage interaction and dialogue around
learning (peer and teacher-student)
2. Encourage time effort on challenging
learning tasks

ENGAGEMENT
61
EMPOWERMENT/ SELF-REGULATION
SOCIAL EXPERIENCE
ACADEMIC EXPERIENCE
6.Encourage group discussion of how that feedback
might be used in tutorials
3. Deliver individual written feedback on
students work

ENGAGEMENT
62
EMPOWERMENT/ SELF-REGULATION
Students self-assess using MCQs and provide
confidence ratings
ACADEMIC EXPERIENCE
SOCIAL EXPERIENCE
Students self-assess own performance using
online MCQs
ENGAGEMENT
Principle 7
63
MCQ and Confidence-Based Marking
Ref Tony Gardner-Medwin (2006), Confidence-based
marking towards deeper learning and better
exams.
Degree of certainty
C3 High
C1 Low
C2 Medium
1
2
3
Mark if correct
0
- 2
- 6
Penalty if wrong
Scoring regime for confidence-based marking
64
EMPOWERMENT/ SELF-REGULATION
Students create MCQs and feedback for wrong and
right answers
6. Encourage interaction and dialogue around
learning (peer and teacher-student)
Students self-assess using MCQs and provide
confidence ratings
ACADEMIC EXPERIENCE

SOCIAL EXPERIENCE
Students self-assess own performance using
online MCQs
ENGAGEMENT
Principle 6
Principle 7
65
Guidelines for Implementation

A single principle or many?
Active involvement of students
Tight-loose maintain fidelity to the principles
(tight) but encourage disciplines develop their
own techniques of implementation (loose)
Clarify students responsibilities
Evaluate changes (process indicators)
And where ICT can add value
Alternate solo and group work
Share your learning designs

66
My Publications

Nicol, D (2009), Transforming assessment and
feedback Enhancing integration and empowerment
in the first year, Published by Quality Assurance
Agency, Scotland
(http//www.enhancementthemes.ac.uk/documents/firs
tyear/FirstYear_TransformingAssess.pdf
Nicol, D (2009), Assessment for learner
self-regulation Enhancing achievement in the
first year using learning technologies,
Assessment and Evaluation in Higher Education,
34(3), 335-352
Nicol, D (2007), Laying the foundation for
lifelong learning cases studies of technology
supported assessment processes in large first
year classes, British Journal of Educational
Technology, 38(4), 668-678
Nicol, D (2007) E-assessment by design using
multiple-choice tests to good effect, Journal of
Further and Higher Education.31(1), 53-64.
Nicol, D. Milligan, C. (2006), Rethinking
technology-supported assessment in relation to
the seven principles of good feedback practice.
In C. Bryan and K. Clegg, Innovations in
Assessment, Routledge.
Nicol, D, J. Macfarlane-Dick (2006), Formative
assessment and self-regulated learning A model
and seven principles of good feedback practice,
Studies in Higher Education, 31(2), 199-218.
See also www.reap.ac.uk for copies.

From Monologue to Dialogue
enhancing feedback in learning
Interactive Keynote Session
Queens University Belfast,
Centre for Educational Development, 20th May 2009

68
Feedback as dialogue

Contingent in response to learners needs
Multi-faceted deriving from many sources (peers)
and available in different formats
Catalytic triggering inner dialogues around
disciplinary concepts and ideas
Motivating encouraging feedback seeking rather
than feedback avoidance behaviours.
Actionable expressed as changes in thinking and
in action

69
Productive use of study time

Assessment tasks should
Capture enough study time (in and out of class)
Are spread out evenly across timeline of study
Lead to productive activity (deep vs surface)
Communicate clear and high expectations
Concern here is with steers about how much work
to do
Source Gibbs and Simpson (2004)

70
Seven feedback principles

Good feedback practice should
Clarify what good performance is (goals,
criteria, standards).
Facilitate the development of reflection and
self-assessment in learning
Deliver high quality feedback to students that
enables them to self-correct
Encourage peer and student-teacher and peer
dialogue around learning
Encourage positive motivational beliefs self
esteem through assessment
Provide opportunities to act on feedback
Provide information to teachers that can be used
to help shape their teaching (making learning
visible)
Source Nicol and Macfarlane-Dick (2006)

71
Another Perspective (1)

1-4. Students dont engage in time on task
Dont learn to manage their time
Less opportunity to identify misunderstandings
Have less reason to get feedback from peers
P1. Unclear goals/criteria
Under-performance by students
Feedback doesnt connect
Students dont engage in effective
self-assessment
P2. Absence of formal opportunties for
self-assessment
Students dont learn to make evaluative judgment
about own work
Have less ownership and understanding of
assessment criteria
P3. Poor quality teacher feedback
Students become dependent on teacher
Feedback does not feed-forward

72
Another perspective (2)

P4. Lack of peer dialogue
Teacher has to provide all the feedback
Students dont scaffold each others learning
P5. Judgemental feedback
Damaged motivation
Can lead to fixed mindset
Students give up or leave course
P6. No clear opportunities action on feedback
Students dont see the benefit
Make less improvement
Staff time might be wasted
P7. Teacher not aware of student difficulties
Less able to target feedback to student needs
Over or under production of feedback

73
Discussion in Groups

Consider your own classes/modules
Identify any bottlenecks/issues in your own
teaching
How might you apply the assessment/feedback
principles to address these bottlenecks and
enhance student learning?
Identify any questions raised in your discussion
groups (e.g. What difficulties do you envisage in
application of the principles? What other recipes
would you suggest?)
Plenary report back
Be prepared to share a good idea with others in
the plenary and/or
A question worth asking that might help
illuminate any important issues.

74
Implementation strategy

The big idea learner autonomy
The problem assessment
The principles specified but not over-specified
solutions
Local implementations with a common framework
Multi-professional support
Evaluations of implementations
Dissemination internal and external
Scaling up from course teams to departments
Embedding

75
Written feedback in mass higher education

Students dont read and/or act on comments
Evidence of poor quality comments (e.g. Duncan,
2007)
No guidelines on what might be effective (see
Hattie and Timperley, 2007)
Multiple purposes and audiences for comments
Negative effects of feedback (Kluger DeNisi,
1998)
Matching feedback to individual needs
(Pelligrino, Chudowsky and Glaser, 2001)
Students viewed as passive (Boud, 2007)
No evidence that improving feedback comments on
their own improves learning! (despite Black and
Wiliam, 1998)

76
Another Perspective (1)