Marj (et al)
We explored this issue last year. We decided that it was acceptable at level 4 as part of the first year where it was important that students learned how to use feedback to improve their work.
However, at levels 5 and 6 new tasks were generally required. Of course there are some forms of assessment where a resubmission of the original piece is the only approach (portfolios of prof practice for example).
Mark
Dr Mark Atlay PFHEA, NTF
Director of Academic Development
University of Bedfordshire
| Park Square
Luton | LU1 3JU
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From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]]
On Behalf Of Mark Allinson
Sent: Thursday, May 4, 2017 12:38 PM
To: [log in to unmask]
Subject: what constitutes a repair of a failure
Dear colleagues
A meeting I attended today debated the pros and cons of requiring re-submitting students to either correct and re-submit the same piece of work or to complete an entirely new task still designed to evidence the same learning outcomes. Arguments
for revising the same piece centred around assessment for learning, developmental approaches to learning etc. Counter to this, others worried that if feedback pinpoints what students need to do to pass and then they go away and do just that they are not proving
they can meet the learning outcomes independently.
Has anyone addressed this issue at their institution and/or encountered any literature on the topic?
Thanks
MARk
Professor Mark Allinson (BA, MA, PhD, PFHEA)
Head of Academic Practice
Regent’s University London
Inner Circle, Regent’s Park
London NW1 4NS
Tel. +44 (0) 20 7487 7865
www.regents.ac.uk/academic-practice
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