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Explore approaches to tutor written feedback that effectively support learner thinking and reflection skills

Principal focus of the project

This research focused on collaborative working across subject disciplines to experiment with ways to provide learners with tangible written feedback in a setting where this feedback was not being given on a regular and consistent basis. Data about the effectiveness of the new approaches was collected through videos, surveys, and interactive qualitative feedback from learners on both the original and updated written feedback forms.

Areas of learning
What is this about and what were the main findings?

The researcher found that the learners involved overwhelmingly preferred the updated Reflective Journal instead of the original written forms, and were engaged more by visually appealing paperwork. Learners were discouraged by large sections of text and responded better to text alongside visuals relevant to their studies. Written feedback itself was also identified as valuable to the learners, allowing them to confidently construct their own targets.

Resource form
Number of participants who worked with the project
N/A
Learners
1
Organisations
1
Staff
Name of associate programmes

Chloe Hynes - Wirral Lifelong and Family Learning Service

Summary

A Prezi presentation summarising an action research project that aimed to develop ways to promote the consistent provision of written feedback to learners

Resource Type: Research report