Updates

The findings discussed below emerged from a thematic analysis of five open-response items from the large-scale survey of staff and students at Deakin University and Monash University (click here for more information on method and participants). These items addressed respondents’

Project team members Tracii Ryan and Michael Henderson have co-authored a new journal article based on the large-scale survey data from this project. The article, published in Assessment and Evaluation in Higher Education, investigates students’ emotional responses to feedback received from

On Thursday 30 November, A/Prof. Michael Henderson (Monash University) and A/Prof. Phillip Dawson (Deakin University) lead a 45-minute webinar in which they provided a brief masterclass of feedback designs, and discussed current educator and student experiences of feedback and strategies

The following provides a first glance at a selection of the Phase 1 survey data. Due to the extensive nature of the data, not all survey items are reported here. Therefore, these data are not intended to be exhaustive, but

Feedback for Learning project lead Michael Henderson discusses some of our findings in The Conversation. Educators and students often struggle to learn from each other through the use of feedback. Our research into feedback practices has found that students and

Assessment feedback regularly receives low course satisfaction ratings in student surveys, with students reporting that comments from educators can be ambiguous, confusing, and returned too late to be useful. However, data also suggest that there are pockets of excellence in

We are excited to announce that we are bringing key findings and practice implications from the Feedback for Learning project to six capital cities around Australia this October! Thanks to our partner institutions, the national roadshow kicks off in Melbourne