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Feedback and Assessment
Feedback and Assessment

In-class feedback

The tutorial itself provides an important opportunity to assist students to actively think about how they are doing individually and collectively. In other words there are opportunities to assist students to use self, peer and tutor feedback as an important part of their ongoing development.

Providing students with feedback on their understanding is one of the principal purposes of tutorials. Students should be encouraged to see the link between adequate preparation for tutorials and maximizing the opportunity to obtain meaningful feedback on their understanding. Use the ‘feedback’ word often.

Feedback is both active and passive (see Effective written feedback). Active feedback is through tutorial work where students have the opportunity to check their understanding with their peers and with the tutor. Active feedback can also be provided through students comparing their work with sample student answers or through comparison with model answers or similar solutions to worked problems. See the following interview for an example of this type of feedback.

Encourage students to self assess: How am I doing? Is this right? How do I know? What do I need to do to move to the next level? This self questioning will help students know what the next step to take is.

If tasks are set within the tutorial, peer feedback is a powerful learning tool and students are often receptive to challenging comments from their peers who they know are experiencing the same difficulties or successes (Topping 2000).