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

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www.regents.ac.uk/academic-practice

 

 

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