The Role of Feedback from Assessors in Student-Centred Learning

By Robyn Thomas.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

There is evidence that students want more useful feedback from their teachers (Krause et al., 2005). As well, staff are under more pressure with larger classes and demands to improve student retention rates reducing available time for extensive feedback to their students. Assessment serves four main functions: diagnostic, summative, formative and evaluative. Formative assessment is associated with developing students' overall employability and is considered by educationalists as the most effective means of enhancing self-directed learning (Gibbs & Simpson, 2004-2005; Nicol & Macfarlane-Dick, 2006; Yorke, 2001). This paper examines ways in which the type of feedback to students can be adjusted to increase student-centred learning. The guiding principles for giving constructive feedback are divided into pre-task and post-task activities, each with three loci: teacher, student self-assessment and peer assessment.

Keywords: Feedback, Student-Centred Learning, Assessment

The International Journal of Learning, Volume 16, Issue 5, pp.511-524. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.393MB).

Robyn Thomas

Language and Academic Skills Coordinator, Faculty of Law and Management, La Trobe University, Melbourne, Victoria, Australia

Robyn Thomas has worked as a language and academic skills adviser for 27 years and has taught in industry and community classes, as well as working with Technical and Further Education and Higher Education students. Currently, at La Trobe University in Australia, she is responsible for supporting postgraduate and undergraduate students. Approximately half of the students she works with are international students. Her work includes running seminars and workshops on writing and critical thinking and providing individual consultations to students who seek advice on a range of academic skills such as critical reading, dissertation structure, referencing conventions and developing clear and concise writing.


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