ALT Yellow background, black text reading "grab a coffee.. it's about to get philosophical. #TheoryThursdays @Megan_EL_Brown". Birdseye view image of coffee on a black circular background.
ALT the last ten years or so has been something of a golden period for research about ensuring that feedback on assessment is as valuable and meaningful as possible. There has been an explosion of work inspired by the idea that what matters with feedback is not the information provided, but what students do with that information. Stated as simply as that, this is not really a new idea, but constitutes the belated application to feedback of an idea that has been influencing teaching practice for much longer – the shift from focusing on teaching (what teachers do) to focusing on learning (what learners do, and achieve): “In its briefest form, the paradigm that has governed our colleges is this: A college is an institution that exists to provide instruction. Subtly but profoundly we are shifting to new a paradigm: A college is an institution that exists to produce learning” (Barr and Tagg, 1995, p.13).
