This case study outlines an initiativeundertaken at the University of Dundee as part of the HEA's Assessment and Feedback Change Programme.
We know that across the Faculty our students experience a wide range of assessment methods and an equally wide range of feedback methods. There is reported evidence that some types of feedback are more powerful for some assessments (Hattie and Timperley 2007) and that the ‘feed forward’ aspect is critical to learning (Brown 2007). With a strong emphasis on enhancement of the student experience a Faculty team was set up to investigate the student’s experience of feedback.
The project aimed to investigate student perception and interpretation of the meaning of the feedback they are given and explore if/how students use the feedback to develop their performance.
