This years keynote,“From transmission to transformation: Maximising student engagement with feedback” is being delivered by Dr Naomi Winstone.
Even the highest-quality feedback on students’ work will not have an impact on their development unless students actively engage with and implement the advice. The literature, alongside anecdotal reports of educators, often paint a negative picture of students’ willingness to read and enact feedback. My recent programme of research has focused on students’ cognitive, motivational, and emotional landscapes and how they influence the ways in which students receive, process, and implement feedback on their work. In this keynote, I will argue that maximising students’ engagement with feedback is fundamentally an issue of design, where opportunities for students to develop the skills required for effective use of feedback, and opportunities to apply feedback, can transform the role of students in assessment. The responsibility for ensuring that feedback has high impact can, and should, be shared between educators and students.