Seminar Series

Assessment and Feedback: Moving students from feedback consumers to feedback producers

This presentation/discussion is in two parts. One part is about improving the students ‘experience of teacher-delivered feedback. This is considered necessary to increase scores on the assessment and feedback subscale in the National Student Survey. The second part is about increasing the power of feedback in ways that develop students’ independence and their capacity to evaluate and regulate their own learning. This is necessary to prepare students for professional and employment settings where they must make judgements about their own and others’ work and produce and interpret feedback. Both parts embody different conceptions of feedback and hence lead to different assessment and feedback practices. In this session concrete examples of practice based on each conception will be discussed including some drawn from work within Psychology and the Business School at the University of Glasgow. This session will be of interest to anyone who wants to understand international research on assessment and feedback and/or who wants to make improvements in their own practices. Relevant References Nicol, D. (2017) Making the Case for Generative Feedback: Reconceptualising feedback as an internal not an external process [under review: available on request] Nicol, D (2014) Guiding principles of peer review: unlocking learners evaluative skills, In K. Kreber, C. Anderson, N. Entwistle and J. McArthur (eds). Advances and Innovations in University Assessment and Feedback, Edinburgh University Press (available here ) Nicol, D., Thomson, A. and Breslin, C. (2014) Rethinking feedback practices in higher education: a peer review perspective. Assessment & Evaluation in Higher Education, 39(1) 102-122 Nicol, D. (2013). Resituating feedback from the reactive to the proactive, In Feedback in Higher and Professional Education: Understanding it and doing it well, ed. D. Boud and E. Molloy. 34-49.Oxon: Routledge. Nicol, D. (2011). Developing the students' ability to construct feedback, Published by the Quality Assurance Agency for Higher Education, Available here Biography David Nicol is Emeritus Professor of Higher Education at the University of Strathclyde. Before that, he was Deputy Director of the Centre for Academic Practice at Strathclyde and Director of the REAP [Re-engineering Assessment Practices] project ( ), a £1m initiative to support improved assessment and feedback practices across three Scottish Universities. He has published widely on assessment and feedback, e-learning and change management in higher education and has collaborated on projects with partners in Spain, Denmark, Italy and Australia. David is currently leading a ‘Teaching Excellence Initiative’ in the Adam Smith Business School (ASBS) which amongst other things involves working with academic staff on research and development projects. David is also a Visiting Professor at the University of Padua in Italy.