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The quality of feedback provided to university students has long been recognised as the most important predictor of student learning and satisfaction. However, providing quality feedback to students is challenging in the current context, in which universities increasingly rely on casualised and inexperienced academic staff to assess undergraduate work. Ensuring that these staff are suitably equipped to provide quality feedback to students is vital if student learning and satisfaction goals are to be met. This article reports on a learning and teaching project undertaken in the School of Justice (Faculty of Law) at Queensland University of Technology, which sought to address this issue. The project involved delivering an evidence-based training workshop to all casual academic staff in the School, on how to provide quality constructive feedback to students. Results from online surveys of sessional staff (n = 9) and a sample of undergraduate students (n = 141) are presented in this article. Findings suggest that on the whole, staff felt better equipped to provide constructive feedback to students following the workshop, and students perceived an improvement in the feedback they received. We conclude that such training can create a modest improvement in the provision of feedback to students.

Item Type:	Refereed Article
Keywords:	Sessional academics, Constructive feedback, Student assessment, Tertiary education
Research Division:	Education
Research Group:	Other Education
Research Field:	Education not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Curriculum
Objective Field:	Assessment and Evaluation of Curriculum
Author:	Dwyer, AE (Dr Angela Dwyer)
ID Code:	114464
Year Published:	2017
Deposited By:	Office of the School of Social Sciences
Deposited On:	2017-02-15
Last Modified:	2017-03-08
Downloads:	0