Tag Archives: FAST

Feedforward and dialogue

Until this morning, I thought the term ‘feedforward’ was something that had been invented recently – indeed, I thought it had its origins around the time of the FAST (Formative Assessment in Science Teaching) Project and the now famous Gibbs … Continue reading

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Analysing feedback comments

I’m participating in the ‘activity week’ of the JISC online conference ‘Innovating e-Learning: shaping the future’ and yesterday I caught just 30 minutes of an incredibly interesting session on ‘Analysing feedback’. I have just watched the recording of the rest … Continue reading

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Unmarked assignments?

Yesterday was a busy day! After the STACK webinar I jumped in my car and drove to Milton Keynes to speak at an OU meeting about assessment, this run for and by the Childhood, Youth and Education Programme. This was somewhat nerve-wracking … Continue reading

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Flattery or feedback?

Reading this week’s New Scientist (23rd October 2010) on the train on my way to the Centre for Distance Education Conference in London yesterday, I found an interesting opinion piece from Clifford Nass ‘More than just a computer…’ The article … Continue reading

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More on feedback

Chris’s interesting post ‘Feedback on students’ assignments’ on Mikris’s Blog has made me think some more. Is this ‘what do we mean by feedback’ stuff  more than semantics?

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