Authentic and Inclusive Assessment Feedback Practice in Postsecondary Education

• In Event: 16.058 - Roundtable Session 6
  In Roundtable Session: 16.058-1 - Assessment and Academic Performance

Abstract

This paper demonstrates how authentic assessment feedback practice in postsecondary education within the UK context has been carried forward by students into their own professional practice in workplace contexts. The study is unique in using the Feedback Landscape conceptual approach (Author, 2013) to address student access to, and use of, assessment feedback on a sustainable basis; a pressing issue for postsecondary institutions globally. The value of using an inclusive participatory pedagogy to underpin assessment feedback design is outlined (Authors, 2014). A key finding of this research is the value of authentic assessment in enabling students to apply their research to practice settings and to use their practice to inform research; clear evidence of impact and knowledge transfer is reported.

Authors

• Carol Evans, University of Southampton

• Li-Fang Zhang, University of Hong Kong

• Michael Waring, Loughborough University