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Facilitating the provision of detailed, deep and useful feedback is an important design feature of any educational programme. Here we evaluate feedback provided to medical students completing short transferable skills projects. Feedback quantity and depth were evaluated before and after a simple intervention to change the structure of the feedback-provision form from a blank free-text feedback form to a structured proforma that asked a pair of short questions for each of the six domains being assessed. Each pair of questions consisted of asking the marker 'what was done well?' and 'what changes would improve the assignment?' Changing the form was associated with a significant increase in the quantity of the feedback and in the amount and quality of feedback provided to students. We also observed that, for these double-marked projects, the marker designated as 'marker 1' consistently wrote more feedback than the marker designated 'marker 2'.

Whether or not you take a constructivist view of education, feedback on performance is inevitably seen as a crucial component of the process. However, experience shows that students (and academic staff) often struggle with feedback, which all too often fails to translate into feed-forward actions leading to educational gains. Problems get worse as student cohort sizes increase. By building on the well-established principle of separating marks from feedback and by using a social network approach to amplify peer discussion of assessed tasks, this paper describes an efficient system for interactive student feedback. Although the majority of students remain passive recipients in this system, they are still exposed to deeper reflection on assessed tasks than in traditional one-to-one feedback processes.

"The Assessment and Feedback area of the Design Studio gives access to existing and emergent work on assessment and feedback of significant interest. Under a series of themes, you can explore what we currently know about enhancing assessment and feedback practice with technology, find links to resources and keep up to date with outputs from the Assessment and Feedback and other current JISC programmes."

"Despite being recognized as a fundamental part of the educational process and emphasized for several decades in medical education, the influence of the feedback process is still suboptimal. This may not be surprising, because the focus is primarily centered on only one half of the process - the teachers. The learners are the targets of the feedback process and improvement needs to be shifted. Learners need to be empowered with the skills needed to receive and utilize feedback and compensate for less than ideal feedback delivery due to the busy clinical environment."

"FASTECH is designed to use readily available technologies to support the systemic enhancement of assessment and feedback strategies and practices at programme, faculty and institutional levels. A key aim is to provide evidence of, and guidelines for, technological improvements and change processes that can be used to enhance the effectiveness and efficiency of assessment and feedback at these levels throughout the sector. By welcoming engagements, developing our work with, and inviting contributions from members of the HE community throughout the project, we aim to build a strong community of practice, focussed upon developing understanding of how to improve assessment and feedback practices and environments."

"This guide offers many lessons learned and much good practice about how to approach large-scale change in assessment and feedback practice and may be of interest to senior managers, programme teams responsible for curriculum design, any staff interested in reviewing assessment and feedback practice or in organisational change."

This is the project blog for a JISC funded project - Evaluating assessment diaries and GradeMark at the University of Glamorgan. This project is part of the JISC Assessment and Feedback Programme. The programme has three strands. Our project is in Strand B where we will evaluate assessment and feedback related innovations which are already underway in a faculty or institution, and report on lessons for the sector.

This document provides a simple step-by-step guide to creating and embedding audio feedback using Microsoft Word 2000 and 2007, the most common format for student text works. There is also a mention of embedding audio in PDFs, which is discussed at the en

"A digital system designed to help university staff to collect and act on student feedback is one of two student-designed technologies to win £25,000 in funding from higher education technology body Jisc."

Simplify document feedback for your workgroup. Backboard automates the entire process - from upload to final approval - all from within your web browser.

Last Friday David White (University of Oxford) and Dr. Lynn Silipigni Connaway (OCLC) presented some of the findings from their JISC-funded work on Digital Visitors and Residents. Slides, audio and a recording of the Blackboard Collaborate session can be found below:

Another app that I've seen discussed in the context of electronic assessment and feedback. Useful if the original document is Word or one of the other Office files. Reviews claim that it doesn't work with an external keyboard. Premium edition syncs with Dropbox and Google Docs and costs £11.99. Worth a punt at that price anyway?

Simon Sneddon (University of Northampton) at Learning in Law Annual Conference 2011

The Government has confirmed that it is to launch an official annual university league table, using measures such as students' personal feedback on their lecturers via the website Twitter.

Can digital audio be used to give students quicker, better feedback on their work? That's the central question for the 'Sounds Good' project.

"Published on Jun 18, 2012 "Improving student learning through assessment and feedback in the new higher education landscape""

iSocrates is an educational software program that allows instructors to quickly and easily create digital evaluation rubrics for virtually any assignment.iSocrates allows instructors to generate criteria pull-down menus featuring their most commonly used feedback comments, and to evaluate student performance from both a qualitative and quantitative perspective. iSocrates can also compute a performance score based on instructor-assigned weights and evaluations, and generate printouts of the filled out rubrics to hand back to students.

"CompendiumLD is a software tool for designing learning activities using a flexible visual interface. It is being developed as a tool to support lecturers, teachers and others involved in education to help them articulate their ideas and map out the design or learning sequence. Feedback from users suggests the process of visualising design makes their design ideas more explicit and highlights issues that they may not have noticed otherwise. It also provides a useful means of representing their designs so that they can be shared with others. CompendiumLD provides a set of icons to represent the components of learning activities; these icons may be dragged and dropped, then connected to form a map representing a learning activity. "