以下这段诗的作者是谁-TheUniversityofEdinburgh.pptVIP

Since 2007, feedback has become the centre of attention in Edinburgh Biology … Channels for ‘feedback’? Written assignment feedback (e.g., essays, lab practical reports) Exam feedback In/Post-class Q A (e.g., after a lecture, during a lab practical)? Tutorials? Emails? Online synchronous/asychronous discussion? Definition of ‘feedback’: “Feedback is information about the gap between the actual level and the reference level of a system parameter which is used to alter the gap in some way.” “if the information on the gap is merely stored without being utilized to alter the gap, it is not feedback.” ---Ramaprasad (1983, pp4-5) Criteria for effective feedback: e-FeedbackMeeting Students’ Needs Expectations Technology-Aided Marking Solution So what did the students say… Promptness Detailed comments Helpfulness Promptness Expectations: received e-feedback within 2 weeks after submission, more prompt than expected Needs: chose quality over promptness; for higher quality feedback, they would rather wait for longer ‘I’d rather have my essay feedback a bit later, knowing that the marker had thought about it a bit more than just going through them in a really really quick time and then just read them once.’ Detailed Comments Expectations: only expected a mark and a few lines of general comments; surprised and delighted to find very detailed, specifically marked corrections and comments ‘… throughout the actual essay, you had a lot of commentary on the side of your essay so you could relate to where you’d gone wrong.’ ‘I was impressed. They marked the essay with the little comments, but they also gave overall feedback of that marker’s group. So you got a lot of feedback …’ Detailed Comments Needs: more feedback, especially more feedback on how to improve for their next assignment, e.g., more examples to model on [this was mentioned by both high-achieving students and less able students] and more guidance on scientific writing ‘If