{"id":50,"date":"2018-08-03T09:14:13","date_gmt":"2018-08-03T09:14:13","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=50"},"modified":"2018-08-10T09:50:38","modified_gmt":"2018-08-10T09:50:38","slug":"rich-in-informal-feedback","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/rich-in-informal-feedback\/","title":{"rendered":"Informal feedback"},"content":{"rendered":"

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Students need\u00a0<\/i>t<\/i>o<\/i>\u00a0become m<\/i>ore assessment literate\u00a0<\/strong><\/i>in order to become agents of their education<\/i>.<\/i>\u00a0Shifting the balance of assessment patterns more towards formative means that<\/i>,<\/i>\u00a0although summative assessment weightings might increase, allowing more opportunities for practice<\/strong> and opportunities to understand standards<\/strong> will allow for time spent on feedback to\u00a0 move away from summative assignments<\/i>\u00a0(<\/i>where there is little feedforward and often too late to be of use) and transferred to formative and low-stakes events.\u00a0\u00a0<\/i><\/p>\n

This section provides a variety of feedback practices and techniques which\u00a0<\/i>move away from the traditional information transfer from teacher to student<\/i>\u00a0to engage<\/i>\u00a0students in the feedback process.\u00a0<\/i><\/p>\n