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Flexing verbal formative feedback to achieve different outcomes: lessons from school

Bloom, Katy ORCID: https://orcid.org/0000-0002-4907-425X and Elbra-Ramsay, Caroline ORCID: https://orcid.org/0000-0001-7281-0166 (2018) Flexing verbal formative feedback to achieve different outcomes: lessons from school. In: Talk about Teaching 2018, York St John. (Submitted)

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Abstract

Feedback is often viewed as the aspect most likely to increase learning (Black, Wiliam 1998, Gibbs, Simpson 2004) but successive NSS reports seem to suggest that our HE students do not perceive current feedback practice as valuable. This interactive session will look at how educators can flex their formative feedback to suit the learning needs being presented by their students. From looking at examples from the school sector, participants will be challenged to consider how effective practice can be transferred to Higher Education and the potential to progress traditional routes of assessment for a new generation of learners.

Item Type: Conference or Workshop Item (Paper)
Status: Submitted
Subjects: L Education > LA History of education
School/Department: School of Education, Language and Psychology
URI: http://ray.yorksj.ac.uk/id/eprint/5420

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