Introducing the TEDM principle for improving written feedback

McGuire, W. (2021) Introducing the TEDM principle for improving written feedback. In: Baughan, P. (ed.) Assessment and Feedback in a Post-Pandemic Era: A Time for Learning and Inclusion. Advance HE: York, pp. 77-86. ISBN 9781916359352

Abstract

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. This is 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 Master’s course with more than 100 learners.

• Item Type: Book Sections
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: McGuire, Professor Willie
• Authors: McGuire, W.
• College/School: College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
• Research Group: PPF
• Publisher: Advance HE
• ISBN: 9781916359352