Adapted Assessment Feedback Lifecycle Workflow

Matthew Moloughney

MoloughneyMJ@cardiff.ac.uk

1.25 Abacws Building, Sengenhydd Road, Cardiff. CF24 4AG

@MoloughneyM

• For your individual practice, does this workflow provide any new perspectives on aspects for automation, or that you had not considered from the higher-level assessment and feedback lifecycle diagram (or similar)?
• For your teaching team, would this workflow be useful to encourage discussion about: - assessment design and the use of automated processes? - feedback provided for students? - what student feedback we gather and how we use this?
• For your students, could this workflow support discussions around co-creation of assessment? can engaging with this workflow, in-particular around automated assessment processes, help to give students insight into their responsibilities and aspects that are flexible/inflexible?
• For the future, what one thing needs to be kept from this workflow/diagram? are there any concerns with the workflow, the level of detail (inflexibility)? what one thing needs to change from this workflow/diagram?
• From your practice, does anyone have any experiences of successes or failures with a similar workflow?

Biggs, J., Tang, C., & Kennedy, G. 2022. Teaching for Quality Learning At University. Chapter 2: Teaching according to how students learn (pp.18-20). 5th Edition. McGraw Hill, Maidenhead. Open University Press.

Forsyth, R., Cullen, R., Ringan, N., & Stubbs, M. 2015. Supporting the development of assessment literacy of staff through institutional process change. London review of education. 13, 3, 34-41.

Matthew Moloughney

MoloughneyMJ@cardiff.ac.uk

1.25 Abacws Building, Sengenhydd Road, Cardiff. CF24 4AG

@MoloughneyM

2023