Symposium: Feedback in the sciences

29 July 2011

"You are cordially invited to attend a symposium supported by funding from Prof. Derrick Armstrong (DVC-Education) and in collaboration with the Learning Centre, School of Medical Sciences and the Faculty of Science. The symposium titled Feedback in the sciences: Student perspectives and staff initiatives will be held Friday 29 July 2011, from 9-1pm (8:45am registration) at the New Law Annexe, room 030, Camperdown Campus. As seating is limited, bookings are essential. Please RSVP below by 25 July.

During the symposium, students will offer their insights on what they would find useful for improving their learning, and staff will showcase innovative initiatives for providing and improving written feedback.

The keynote speaker will be Professor Emeritus D. Royce Sadler. Professor Sadler is Professor Emeritus of Higher Education at Griffith University, Brisbane, and is about to take up an appointment as Assessment Scholar in the Tertiary Education Development Institute (TEDI) at The University of Queensland. Since 1973, his teaching and research has been conceptual in nature and focused on formative and summative of learning. Widely cited, his current work is focused on assessment, grading, academic achievement standards in higher education, and assessment that leads to improved learning and student capability. He is a member of the editorial advisory boards of two international assessment journals, and a regular manuscript reviewer for several others.

Replacing the feedback loop: Teaching students to notice

Abstract: Teachers in higher education often feel frustrated by the modest impact the feedback they provide on student works seems to have in improving student learning. In this presentation, the dependence on feedback is challenged primarily on the grounds that it involves 'telling'. For students to become self-sustaining producers of high quality intellectual and professional 'goods', they must be progressively equipped to take control of their own learning and performance. The alternative way forward begins with a close examination of the conditions under which students can become better at monitoring the emerging quality of their work during the production process. This requires a reworking of teacher‑learner interactions, which not only challenges the dominant feedback‑based paradigm, but also has better prospects of developing independence in learning.

Time: 8:45am registration for 9am-1pm

Location: New Law Annexe, Seminar Room 030

Contact: Meloni Muir

Phone: 9351 6514

Email: 37001d3f342e48380c1d4a74361b342f5c385f02255a79120d