L5 2 2

=Courses include staged assessment tasks with structured opportunities for feedback and reflection. =

Evidence
Hattie & Timperley (2007) argue from many meta-analyses that feedback is most effective when it provides information on correct rather than incorrect responses and when it builds on changes from previous trials. They note that assessment can be structured to be a feedback tool, which can enhance learning. There is little evidence that traditional assessment, used to assess students’ proficiency, has assisted in the learning process.

Resources
‘Effective teaching not only involves imparting information and understandings to students… but also involves assessing and evaluating students’ understandings of this information, so that the next teaching act can be matched to the present understanding of the students’ (Hattie & Timperley 2007). Part of the feedback process is enabling teachers to understand the effectiveness of their teaching. Teachers can devise activities and questions that provide feedback to them about the effectiveness of their teaching, particularly so they know what to do next. Assessments can perform all these functions (p. 102).