Freedom to learn: de-grading formal assessment
Why do we grade, and what happens when we don't? Katherina Petrou shares what she and her students learned by 'de-grading'
feedback as learning
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Students don’t see feedback as feedback
You may think you're giving ample feedback – so why do student survey answers on the quality and quantity of feedback not rank higher?
Learning & Teaching Forum preview: student feedback literacy
In the lead-up to the Learning and Teaching Forum, Ann Wilson and Marty van de Weyer summarise feedback literacy for students.
From the FFYE Forum: Doing Feedback – making it count
A packed FFYE Forum considered some big ideas in feedback and assessment, with students and staff sharing experience and practice.
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