This document describes the interACT project which aims to improve assessment and feedback practices through the use of technology. It discusses how the project embarked on a literature review to identify key principles of effective feedback. Baseline activities revealed inconsistencies in feedback that the project sought to address. The project re-engineered assessments, provided faculty development, and engaged students in feedback through self-review and use of a wiki. Future developments include creating e-activities to improve feedback dialogue and introducing new assignment types.

1. interACT:
Interactive
Assessment and
Collaboration via
Technology

2. Dr Sean McAleer – Programme Director Grant Murray – Learning
Technologist CME

4. Embarked on a literature review…
And synthesised some principles:
1. Supports personalised learning
2. Ensures feedback leads to learning
3. Focuses on student self-development
4. Stimulates dialogue
5. Inducts students in the educational culture
and assessment and feedback practices
6. Is acceptable to all stakeholders

5. Baseline activities
• Document analysis: external examiner reports
(2006-2011); end of course evaluations (2006-
2011); additional evaluation surveys
conducted in 2010 and 2011 as part of our
curriculum review; and the HEA postgraduate
student experience survey
• Focus groups with staff including part-time
tutors
• Feedback audit

6. Baseline activities revealed
1. Inconsistency in the quality and quantity of
feedback provided
2. Assessment design (e.g. over-assessment,
over-reliance on essays, lack of formative
assessment)
3. Timeliness of the feedback
4. Lack of assessment and feedback dialogue

8. Reason for Feedback

9. Focus of Feedback

12. Re-engineered our assessment
• Modular approach to
sequencing of assessment
• Explicating feedback times
in a student-tutor charter
• Development of
assessment rubrics for all
summative
• Increased use of formative
assessments

13. PG Certificate in Medical Education
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Revised PG Certificate in Medical Education
Formative assessment
Chapters 2 4 6 8 10
Medium stakes assessment
High stakes assessment
Chapters 2 4 6 8 10
Chapters 2 4 6 8 10
©Mark Russell 2010
Chapters 2 4 6 8 10 University of Hertfordshire
ESCAPE project

14. Faculty development
• Workshops about feedback
and importantly agreement
on how to give feedback
(process)

15. Include self-review
• Self-review is a scenario where
students make evaluative
judgements about the own work
and produce a written feedback
commentary
Nicol, D. (2012). Assessment and feedback - in the hands
of the student [Online]. JISC. Available:
http://jiscdesignstudio.pbworks.com/w/page/50118521
/Assessment%20and%20feedback%20-
%20in%20the%20hands%20of%20the%20student
[Accessed 01/02/12].

16. Content (understanding of theory / principles and Self-evaluation:
application to own context)
- Understanding of learning theory
- Evidence of critical reflection on learning theory and
key learning and teaching principles
- Evidence of application of learning theory to own
practice Tutor feedback:
Style, format and language (e.g. structure, coherence, Self-evaluation:
flow, formatting, use of language)
Tutor feedback:
Sources and references (e.g. range of references cited, Self-evaluation:
relevance, consistency, accuracy and completeness of
referencing)
Tutor feedback:
Which aspect(s) of your assignment would you Student comment:
specifically like feedback on?
Tutor feedback:
How did previous feedback inform this assignment? Student comment:
Name of Tutor: Date:

17. Engaging students in processing of
feedback through the wiki
When you receive your assignment
with feedback please upload a copy to
your wiki and include a reflection on
the following four questions:
1. How well does the tutor feedback
match with your self-evaluation?
2. What did you learn from the
feedback process?
3. What actions, if any, will you take in
response to the feedback process?
4. What if anything is unclear about
the tutor feedback?

18. Aspects I would like feedback on:
• Ideas of not preparing too rigidly in order to be flexible
within sessions – practical advice would be welcomed!
• As the first essay I have written in nearly 20 years, I would
like to know whether the standard overall was acceptable
• Please advise me how I can enter a specific page number in
a reference when using Endnote (I wanted to add “p. 58” to
the first reference used in the text since this is an exact
quote, but failed to find out how I can do it, despite using
the help option of the software).
• Feedback on whether my peers have had similar thoughts
for their own teaching, or other ideas that have been
commonly developed would be beneficial in case I have not
thought or considered them.
• any part of it

19. How did previous feedback inform this
assignment
• It made me realise that instead of focusing on a
single or a few key teaching principles, I focused
on many of them without going into much detail.
Also I had used bullet points in the text.
• Feedback that my writing style was agreeable
was reassuring. I appreciated knowing my use of
literature was valid and supportive in the previous
assignment, so have tried to continue applying
the literature to my work.
• I tried to be careful to define and reference jargon
• It was really helpful in writing present assignment

20. I really like the cover sheet and request for
self assessment and what you would like
feedback about ... consistent with principles of
feedback!! (M&L end of module feedback)

21. Added challenges of:
For sharing feedback
• Relationship and trust
• Asynchronous dialogue and
shared understanding
• Reliance on written feedback
• Technology

22. Future developments
• Develop a toolkit of e-activities designed to
improve self, peer and tutor dialogic feedback
through the use of available technologies such
as blogs, Friendfeed, Skype/webinars, or
synchronous chat
• Introduce a patchwork assignment at the end
of the Certificate and
Diploma
• Work to refine technology

23. Project website
http://blog.dundee.ac.uk/interact