L8 3 5

=Teaching staff are provided with support resources (including training, guidelines and examples) on how to use feedback to improve student learning. =

Evidence
Teaching staff should be provided with guidelines and assistance in the provision of more effective feedback. Good feedback involves numerous models that centre on a ‘feedback triad’ (Kulhavey and Wagner, 1993) of motivation, reinforcement, and information (Mory, 2004).

Despite the intent to be constructive, feedback can also be critical, and can have adverse effects unless skills in using feedback are appropriately cultivated (Hudson, 2002).

Feedback links knowledge and skills for understanding (Duhon et al., 2006). However, despite the intent to be constructive, feedback can also be critical, and can have adverse effects unless skills in using feedback are appropriately cultivated (Hudson, 2002). Therefore, teaching staff should be provided with guidelines and assistance in the provision of more effective feedback. Good feedback involves numerous models that centre on a ‘feedback triad’ (Kulhavey and Wagner, 1993) of motivation, reinforcement, and information (Mory, 2004).

E-assessment can increase the range of what is tested and can provide evidence of both cognitive and skills-based outcomes. With e-assessment personalization of learning is possible, also there is potential for on-demand summative assessment. The real advantage may, however, be in the immediacy of feedback.

A model provided in the JISC e-assessment effective practice handbook (2007) illustrates the relationship between assessment, feedback and support for progressing to the next element of learning. There is also a checklist for exploring the implications of implementing e-assessment in a particular context. This involves such items as reviewing the availability for learners of technologies, support and codes of practice, and reviewing models of staff training and support, also evaluation of achievement of objectives among other items.

Resources
Milne & White (2005) collect together twenty-three sets of e-learning quality guidelines from an array of geographical regions. Such guidelines, or something like them, should be part of the support offered to staff by their organizations. Staff need guidelines, and examples of good practice.

Various meta-analyses of kinds of feedback and their effect size can be found in Hattie & Timperley (2007).

JISC e-assessment effective practice handbook (2007): This provides a sequence of case-studies demonstrating innovation and effective practice in e-assessment. It also provides a benchmark against which to assess progress and barriers. They include a tool for implementing effective practice with e-assessment.

Rust (2002) reviews the literature on feedback and provides a useful list (p. 152-153).

JISC guidelines on good feedback: http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessment/assess-feedback

Further advice for good feedback http://www.ion.illinois.edu/resources/tutorials/pedagogy/feedback.asp