Introducing the TEDM principle-a synopsis

McGuire, W. (2021) Introducing the TEDM principle-a synopsis. In: Baughan, P. (ed.) Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion. Advance HE, pp. 77-87.

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Recent discourse on assessment literacy is strongly supportive of dialogic practices, without addressing the concomitant challenges posed by the realities of workload, high student numbers and sustainability. This paper presents the findings of a small-scale qualitative study exploring the views of lecturers and students on the effectiveness of a pragmatic model of written feedback using a ‘showing; not telling’ approach, a novel synthesis of two paradigms - formative and summative - to form a new protocol using descriptive feedback within a peer-tutor framework. Key to its function is the use of modelling, a method of ‘showing’ students how to improve their work at the formative stage, using the TEDM principle: tell, explain, describe and model, as opposed to ‘telling’ them how to improve it on assignment completion. Key findings are that the model is effective with high numbers, it is positively received by students, and is sustainable as it is now in its fourth year on a Masters course of over 100 learners.

Item Type:Book Sections
Keywords:Feedback, written feedback.
Glasgow Author(s) Enlighten ID:McGuire, Professor Willie
Authors: McGuire, W.
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
Research Group:PPF
Publisher:Advance HE

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