Student opinion surveys typically place assessment and feedback as the least successful aspects of our courses. This is still the case after more than 20 years of institutional efforts to address the problem. Doing more of the same does not work. How then can we rethink feedback so that it can become much more effective without adding to the time taken to do it? Feedback is normally thought of as helpful comments provided to students. However, it can be more useful to think of feedback as a process in which students have an active role that leads to improved learning. The workshop will explore new ways to think about feedback and how we can design it into courses rather than see it as merely an adjunct to marking or grading.
