The TEDM Principle: improving written feedback

McGuire, W. , Harrington, O. , MacDiarmid, C. and Zacharias, S. (2022) The TEDM Principle: improving written feedback. Innovative Practice in Higher Education, 4(3),

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Publisher's URL: http://journals.staffs.ac.uk/index.php/ipihe/article/view/216

Abstract

Recent discourse on assessment literacy is supportive of dialogic practices, without addressing the concomitant challenges of workload, high student numbers and sustainability. This paper presents the findings of a small-scale qualitative study exploring teacher and student views on the effectiveness of written feedback using a ‘showing; not telling’ approach, which used a descriptive pattern of feedback as opposed to an instructional model within a peer-tutor review framework. Paramount 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 assignment completion. This modelling was practised using the TEDM principle: tell, explain, describe and model. Key findings are that the model is: effective with high numbers; positively received by students and; sustainable.

Item Type:Articles
Keywords:Feedback, assessment, summative, formative, modelled feedback, descriptive feedback, instructional feedback.
Status:Published
Refereed:Yes
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
College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
Research Group:PPF
Journal Name:Innovative Practice in Higher Education
Journal Abbr.:IPiHE
Publisher:Staffordshire University
ISSN:2044-3315
ISSN (Online):2044-3315
Copyright Holders:Copyright © 2022 Innovative Practice in Higher Education
First Published:First published in Innovative Practice in Higher Education 4(3)
Publisher Policy:Reproduced under a Creative Commons License
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