Feedback is one of the most powerful influences on student achievement, yet it is difficult to implement productively within the constraints of a mass higher education system. Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach addresses the challenges of developing effective feedback processes in higher education, combining theory and practice to equip and empower educators. It places less emphasis on what teachers do in terms of providing commentary, and more emphasis on how students generate, make sense of, and use feedback for ongoing improvement. Including discussions on promoting student engagement with feedback, technology-enabled feedback, and effective peer feedback, this book: Contributes to the theory and practice of feedback in higher education by showcasing new paradigm feedback thinking focused on dialogue and student uptake Synthesises the evidence for effective feedback practice Provides contextualised examples of successful innovative feedback designs analysed in relation to relevant literature Highlights the importance of staff and student feedback literacy in developing productive feedback partnerships Supports higher education teachers in further developing their feedback practice. 　 Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach contributes to the theory and practice of higher education pedagogy by re-evaluating how feedback processes are designed and managed. It is a must-read for educators, researchers, and academic developers in higher education who will benefit from a guide to feedback research and practice that addresses well recognised challenges in relation to assessment and feedback.

"This seminar focused on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It drew on student and staff expertise across two main strands. Strand 2 looked at disentangling assessment and feedback and explored the various forms of feedback used in assessment and in the absence of assessment. Assessment design was highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase."

This seminar focused on developing feedback literacy in both staff and students and redesigning assessment to build on this new-found understanding. It drew on student and staff expertise across two main strands. Strand 1 took a ‘deep dive’ to explore what learner-focused feedback means and how staff and students can enable impacts from different feedback approaches. Particular emphasis was placed on feedback literacy: the capacities of teachers and students to make the most of feedback opportunities. What capabilities do teachers and students need in order to take up their complementary roles in feedback processes? Strand 2 looked at disentangling assessment and feedback and explored the various forms of feedback used in assessment and in the absence of assessment. Assessment design was highlighted so that opportunities to provide feedback to inform future work are intentionally embedded at the development phase.