Introducing the TEDM principle: improving written feedback

McGuire, W. , Harrington, O. , MacDiarmid, C. and Zacharias, S. (2021) Introducing the TEDM principle: improving written feedback. Discussion Paper. Advance HE, York. (Accepted for Publication)

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This paper presents the findings of a small-scale qualitative study exploring the views of both teachers and students on the effectiveness of written feedback using a ‘showing; not telling’ approach. First, the broad parameters of the discourse on assessment feedback are highlighted in the literature review section of this paper, which entails an account of contemporary problems in feedback and formative assessment in Higher Education. The second section then shifts to the description of a funded project which used a novel approach to assessment feedback which synthesised two key assessment paradigms - formative and summative - to form a new protocol which used a descriptive pattern of feedback as opposed to an instructional model within a peer-tutor feedback system. Key to its function was the use of modelling, a method of ‘showing’ students how to improve their work at the formative stage as opposed to ‘telling’ them how to improve it after an assignment had been completed. This modelling was practised by both tutors and students within a peer review framework.

Item Type:Research Reports or Papers (Discussion Paper)
Status:Accepted for Publication
Glasgow Author(s) Enlighten ID:MacDiarmid, Dr Carole and McGuire, Mr William and Harrington, Mr Olan and Zacharias, Dr Sally
Authors: McGuire, W., Harrington, O., MacDiarmid, C., and Zacharias, S.
College/School:College of Arts > School of Modern Languages and Cultures > Language Centre
College of Social Sciences > School of Education
Research Group:PPF
Publisher:Advance HE

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