Dr Edd Pitt
|Date:||17 May 2023 (Wed)|
|Time:||9:45 a.m. – 10:45 a.m.|
|Target:||Staff and Student|
How we design assessments and opportunities for feedback enactment are critical aspects of teaching practice. We know that assessment design offers a key point of leverage for enhancing education, as many students strategically focus on it. The challenge is how we create motivating, stimulating and challenging assessments which offer integrated and meaningful feedback. Feedback can be one of the most powerful ways of enhancing students’ learning if students are given opportunities to seek out or use all available sources of feedback to improve. Designing opportunities into curricula for students to receive, interpret, and act on feedback can act as a bridge between the assessments students are completing and the teaching environment. With increasing workload pressures and conflicting agendas what if academics do not always have to be the source of this feedback or the ones making assessment judgements? In this keynote I will explore how peers can be active sources of feedback generation alongside making assessment judgments aligned to student performance and how this all can be usefully enabled by recent advancements in technology.
Dr Edd Pitt
Reader and Director for the PGCHE, Centre for the Study of Higher Education,
University of Kent, UK
Dr Edd Pitt's Bio
Edd is a Reader in Higher Education and Academic Practice and the Programme Director for the Post Graduate Certificate in Higher Education, in the centre for the study of higher education at the University of Kent, UK.
Edd has recently been collaborating with Academics in the UK, Ireland, Hong Kong and Australia. His principal research field is Assessment and Feedback with a particular focus upon student’s use of feedback. His current research agenda explores signature feedback practices, curriculum design principles aligned to assessment and feedback and the development of both teacher and student feedback literacy. His most recent publication was a systematic literature review of Assessment and Feedback research articles between 2016 – 2021, commissioned by Advance HE.