| the GUIDELINESTeaching an engaging, contextualised, and inclusive curriculum Online resources
University of Waterloo, Teaching Resources and Continuing Education (TRACE) Tip Sheet – Receiving and Giving Effective Feedback  RMIT – Feedback to Students Oxford Brookes University, Oxford Centre for Staff and Learning Development – First Words on Teaching: Giving Feedback to Students Flinders University, Teaching for Learning – Giving Feedback "Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves." Chickering, A. & Gamson, Z. 1987, "Seven principles for good practice in undergraduate education", Reprinted by Honolulu Community College, viewed 20 June 2007, URL: http://aahebulletin.com/public/archive/sevenprinciples1987.asp "Good feedback on assessed work tells the student four things: 1) what are the good or successful features of the assessed work; 2) what are the poor or less successful features of the assessed work; 3) how the student can improve in this piece of work; 4) how the students might do better work in the future. Good feedback is also timely. Provided too soon it may stop the students themselves reflecting on their work; provided too late it may no longer be salient." Isaacs, G. 2001, Assessment for Learning, The University of Queensland, Brisbane, pp. 10-11. "It is a truism that learners require feedback to learn . there is more to feedback than it simply happening or not happening. It has to happen reasonably soon after the learning activity." Gibbs, G. 1999, "Using assessment strategically to change the way students learn", in S. Brown & A. Glasner (eds), Assessment Matters in Higher Education, SRHE & Open University Press, Buckingham.
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