Centred on the pioneering efforts of a UK based University, this paper outlines and evaluates attempts to embed formative feedback provision as a recursive process with a cyclical approach to module design. This approach provides frequent opportunities for students to receive and apply formative feedback and facilitates the realignment of teaching in response to the learning needs identified.
|Published - 17 Jun 2014
|International Consortium for Educational Development [ICED] conference 2014 - Stockholm
Duration: 17 Jun 2014 → …
|International Consortium for Educational Development [ICED] conference 2014
|17/06/14 → …