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Visiting expert to lead feedback practices workshop
14 May 2013
There is increasing research into the role of tutor and peer feedback within higher education. But how much of this research is relevant to teaching academics? On Monday 20 May 2013, visiting speaker Paul Orsmond will discuss this in a talk entitled ‘Feedback practices: what do they tell us?’.
In this session, Paul will consider aspects of current research which he thinks could influence institutional feedback practice and impact on student learning. He will also consider the types of learning that students may engage in outside the formal curriculum and how students can sometimes interpret feedback very differently from what the tutor intended.
For many years Paul has been researching student engagement with assessment and feedback, particularly self- and peer-assessment. The notion of self-assessment will be explored in the talk and Paul will make the link between high-achieving students being ‘good’ self-assessors and non-high-achieving students being ‘poor’ self-assessors.
Paul has practical and research interests in educational assessment, feedback and reflection in student learning, and developing communities of learning practice among students. He has presented his research at national and international conferences and published in several key journals, including Assessment and Evaluation in Higher Education and Studies in Higher Education. He wrote Self- and Peer-Assessment: Guidance on Practice in the Biosciences, published by the Higher Education Academy (HEA), and has facilitated workshops on assessment and feedback at national level through the HEA. Paul is a Senior Lecturer in the Department of Biological Sciences at Staffordshire University.
‘Feedback practices: what do they tell us’ takes place on Monday 20 May from 1-2pm in Foster Court 130.
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