Reilly, Dawn ORCID: https://orcid.org/0000-0003-2317-4700 (2020) Formative feedback through conversations: “Now we’re talking!”. In: Baughan, Patrick, (ed.) On Your Marks: Learner-focused Feedback Practices and Feedback Literacy. Advance HE, pp. 72-79. ISBN 978-1916359321

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Abstract

This case study explains how we have embedded dialogic feedback within a core second year module at the University of Greenwich. We have introduced a comprehensive process of verbal feedback to complement the written feedback we provide to students on a module with a linked assessment design. The feedback process starts with opportunities for conversations with peers and the module leader during weekly timetabled workshops. We then use small group and individual meetings to discuss draft work and offer formative feedback. We have adopted a collaborative approach where both academic and professional services colleagues work together to provide feedback through conversations with students. Providing feedback in this way makes our practice more inclusive because a conversation brings in those students who have no draft to discuss and would therefore not be able to benefit from a traditional feedback opportunity for formative feedback on a written draft. Our experience is that making scheduled appointments for feedback meetings encourages participation.

Item Type:	Book Section
Uncontrolled Keywords:	accounting, business education, conversation, dialogic feedback, formative feedback, inclusivity
Faculty / School / Research Centre / Research Group:	Faculty of Business Faculty of Business > Department of Accounting & Finance
Related URLs:	Publisher
Last Modified:	26 Oct 2020 23:41
URI:	http://gala.gre.ac.uk/id/eprint/29127

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