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Thinking differently about assessment: Why feedback is not enough

Too much of contemporary assessment practice is focused on communicating with students. Before they submit their work, we tell them the criteria that will be used for appraising it (with ',standards', and weightings as appropriate). After their work is appraised, we tell them how well they did, and why, so they can learn how to do it better in future. (That’,s called feedback.) But there’,s only so much a person can learn purely from being told, as we all know from instruction manuals. This talk outlines an alternative worth thinking about.

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