Reflection and Feedback on Learning

This paper describes how students and staff worked collaboratively to ensure curricular changes through staff development activities informed by student input. The activities resulted in a structured scheme for use with undergraduate research project work which: (a) supports students' active learning during the project, (b) formalises both formative and summative feedback, and (c) provides an opportunity for students to reflect upon the skills they are developing. The key elements of the scheme include: (a) the submission by students of three interim progress reports and the provision of written and oral feedback by staff, (b) a requirement that students maintain a project logbook, and (c) a skills self-evaluation exercise to encourage students to reflect on their learning. Student focus groups were used as the process was fine tuned and embedded within staff and student culture

Focus group · Formative assessment · Interim · Mathematics education · Medical education · Pedagogy · Peer feedback · Project-Based Learning · Sociology · Summative assessment · Computer Science · Engineering · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Medicine · Psychology · Reflective Practices in Education

• Responding to student expectations

  Ron Fisher, Dale Miller•Assessment & Evaluation in Higher…•2008

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• Developing a New Approach to the Assessment of Project Work

  Vicki Tariq, V N Tariq et al.•Assessment & Evaluation in Higher…•1998

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• A Comparison of Tutor and Student Conceptions of Undergraduate Research Project Work

  L A J Stefani, Lorraine Stefani et al.•Assessment & Evaluation in Higher…•1997

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• The use of self-assessment schedules in negotiated learning

  David Boud•Studies in Higher Education•1992

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