{"id":1086,"date":"2015-08-17T16:07:25","date_gmt":"2015-08-17T16:07:25","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/feedbackchampions\/?page_id=1086"},"modified":"2015-09-30T09:54:53","modified_gmt":"2015-09-30T09:54:53","slug":"resources","status":"publish","type":"page","link":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/resources\/","title":{"rendered":"Resources"},"content":{"rendered":"<p>This section of the website is dedicated to sharing useful resources related to feedback. If you want to share some with us, don&#8217;t hesitate to <a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/contact-us\/\">contact us<\/a>.<\/p>\n<table width=\"100%\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td valign=\"top\" bgcolor=\"#C0C0C0\" width=\"33%\">\n<h1><span style=\"color: white\">The Good Practice Database<\/span><\/h1>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-397\" src=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/files\/2014\/10\/Good-practice-post.jpg\" alt=\"Good practice post\" width=\"433\" height=\"454\" srcset=\"https:\/\/blog.soton.ac.uk\/feedbackchampions\/files\/2014\/10\/Good-practice-post.jpg 685w, https:\/\/blog.soton.ac.uk\/feedbackchampions\/files\/2014\/10\/Good-practice-post-286x300.jpg 286w\" sizes=\"auto, (max-width: 433px) 100vw, 433px\" \/>Examples of good practice when giving and receiving feedback have been listed below. They are organised by themes.<\/p>\n<ul>\n<li><a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/category\/class-general-feedback\/\">Class\/ general feedback<\/a><\/li>\n<li><a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/category\/1-to-1-detailed-feedback\/\">1-to-1\/ detailed feedback<\/a><\/li>\n<li><a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/category\/written-feedback-category\/\">Written feedback<\/a><\/li>\n<li><a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/category\/verbal-feedback-category\/\">Verbal feedback<\/a><\/li>\n<li><a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/category\/peer-feedback-category\/\">Peer feedback<\/a><\/li>\n<li><a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/category\/informal-feedback\/\">Informal feedback<\/a><\/li>\n<li><a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/category\/feedback-technologies\/\">Feedback technologies<\/a><\/li>\n<\/ul>\n<p>Each example is divided into two sections: &#8216;<em>What is it?<\/em>&#8216; and &#8216;<em>How can students make the most of it?<\/em>&#8216; like int he picture on the right.<\/p>\n<p>You can also browse the whole database <a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/all-categories\/\">here<\/a>.<\/p>\n<p>&nbsp;<\/p>\n<table width=\"100%\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td valign=\"top\" bgcolor=\"#C0C0C0\" width=\"33%\">\n<h1><span style=\"color: white\">Southampton lecturers talking feedback<\/span><\/h1>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><iframe loading=\"lazy\" title=\"Why are students unsatisfied with feedback, Prof Bella Millet, university of Southampton\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/MAWC4rUsX_I?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p><iframe loading=\"lazy\" title=\"Embedding good feedback practices, Simon Kemp, University of Southampton\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/KXQE3R6dgtE?list=PL_3Eq052Eqtj8eB56KZhXUujkd33hI5fL\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>More videos like these on the <a href=\"https:\/\/www.youtube.com\/playlist?list=PL_3Eq052Eqtj8eB56KZhXUujkd33hI5fL\">Southampton Feedback Champions YouTube channel<\/a>.<\/p>\n<table width=\"100%\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td valign=\"top\" bgcolor=\"#C0C0C0\" width=\"33%\">\n<h1><span style=\"color: white\">Reflecting on your practice<\/span><\/h1>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>The following resources can be used with groups of teaching staff, students and quality staff. They can be adapted or used in any way you wish.<\/p>\n<p><strong>Development videos<\/strong><\/p>\n<p>In all the videos below some sort of feedback is taking place (or failing to take place). Watch the videos and discuss the questions which come up at the end.<\/p>\n<p><strong><a href=\"http:\/\/www.youtube.com\/watch?feature=player_embedded&amp;v=809aLAKcdfw\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-475 alignleft\" src=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/video-3-150x150.png\" alt=\"video 3\" width=\"90\" height=\"90\" \/><\/a><\/strong><\/p>\n<p><span style=\"text-decoration: underline\">Everyone asks the same question<\/span><strong>:\u00a0<\/strong>It\u2019s open office hours for Dr Brambell and everyone\u2019s asking the same question.<\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"http:\/\/www.youtube.com\/watch?feature=player_embedded&amp;v=\"><img loading=\"lazy\" decoding=\"async\" class=\"  wp-image-476 alignleft\" src=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Video-4-150x150.png\" alt=\"Video 4\" width=\"90\" height=\"90\" \/><\/a><\/strong><\/p>\n<p><span style=\"text-decoration: underline\">Feedback on new module<\/span><strong>:<\/strong>\u00a0This semester Alan has taught a new module for the first time. In this video he attempts to get some feedback from the class.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/www.youtube.com\/watch?feature=player_embedded&amp;v=ZasjX1ZFqnY\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright  wp-image-477\" src=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Video-5-150x150.png\" alt=\"Video 5\" width=\"90\" height=\"90\" \/><\/a><span style=\"text-decoration: underline\">Nearly a first<\/span><strong>:<\/strong>\u00a0Susan has just missed out on a first class mark. She is very well motivated and hopes that Professor Smith can help her do what\u2019s necessary to get a first.<\/p>\n<p><strong><a href=\"http:\/\/www.youtube.com\/watch?feature=player_embedded&amp;v=pgMdga60nMc\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-478 alignleft\" src=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Video-6-150x150.png\" alt=\"Video 6\" width=\"90\" height=\"90\" \/><\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline\">Low mark<\/span><strong>:\u00a0<\/strong>Roger has not done very well on his latest assignment. Perhaps a chat with Professor Jones will help.<\/p>\n<p><strong><a href=\"http:\/\/www.youtube.com\/watch?feature=player_embedded&amp;v=8fqPhp6GMDs\"><img loading=\"lazy\" decoding=\"async\" class=\"alignleft  wp-image-479\" src=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Video-7-150x150.png\" alt=\"Video 7\" width=\"90\" height=\"90\" \/><\/a><\/strong><span style=\"text-decoration: underline\">Feedback to the whole class<\/span><strong>:<\/strong>\u00a0Dr O\u2019Leary has been teaching MacBeth this semester. She decides to give some general feedback to the whole class before she returns their marked essays.<\/p>\n<p><span style=\"text-decoration: underline\"> <a href=\"http:\/\/www.youtube.com\/watch?v=fXJnV2-yxu4&amp;list=PL_3Eq052Eqtjf48D1WCllN3-xuWntKwG8\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright  wp-image-561\" src=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Video-8-150x150.png\" alt=\"Video 8\" width=\"90\" height=\"90\" \/><\/a><\/span><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline\">Staff-student committee<\/span>:\u00a0It is time for the staff-student committee to meet and Abigail has an issue she needs to raise.<\/p>\n<p><a href=\"http:\/\/www.youtube.com\/watch?feature=player_embedded&amp;v=FwPuI9KInRY\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright  wp-image-480\" src=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/video-1-150x150.png\" alt=\"video 1\" width=\"90\" height=\"90\" \/><\/a><\/p>\n<p><span style=\"text-decoration: underline\">Talking to the Head of Department<\/span>: Bill has working at the university for one semester. As his head of department Anne must speak to him to review his teaching performance, but is she taking it seriously enough? Can Bill get answers to his questions?<\/p>\n<p><strong><a href=\"http:\/\/www.youtube.com\/watch?feature=player_embedded&amp;v=PWnBMkWNi8U\"><img loading=\"lazy\" decoding=\"async\" class=\"  wp-image-481 alignleft\" src=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Video-2-150x150.png\" alt=\"Video 2\" width=\"90\" height=\"90\" \/><\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p><span style=\"text-decoration: underline\">New lecturer meets her mentor<\/span>: Donna is a new lecturer at the university. She meets Peter, her official mentor, for lunch.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Card activity<\/strong><\/p>\n<p><a href=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Feedback-card-activity-cards.pdf\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright\" src=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/06\/card.png\" alt=\"\" width=\"92\" height=\"138\" \/><\/a><\/p>\n<p>Use this card activity in a professional development setting:<\/p>\n<ul>\n<li>to demonstrate\u00a0some of the thousands of possible scenarios in which feedback can occur<\/li>\n<li>OR to encourage\u00a0reflection on how a participant might use of receive feedback in their work.<\/li>\n<\/ul>\n<p>Download the activity&#8217;s\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Feedback-card-activity-cards.pdf\">cards<\/a>\u00a0and\u00a0<a href=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Feedback-card-activity-instructions.pdf\">instructions<\/a>.<a href=\"http:\/\/blog.soton.ac.uk\/gmoof\/files\/2013\/05\/Feedback-card-activity-instructions.pdf\"><br \/>\n<\/a><\/p>\n<p><a href=\"http:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/deed.en_GB\" rel=\"license\"><img decoding=\"async\" src=\"http:\/\/i.creativecommons.org\/l\/by-sa\/3.0\/88x31.png\" alt=\"Creative Commons Licence\" \/><\/a><\/p>\n<p>This work is licensed under a <a href=\"http:\/\/creativecommons.org\/licenses\/by-sa\/3.0\/deed.en_GB\" rel=\"license\">Creative Commons Attribution-ShareAlike 3.0 Unported License<\/a>.<\/p>\n<table width=\"100%\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td valign=\"top\" bgcolor=\"#C0C0C0\" width=\"33%\">\n<h1><span style=\"color: white\">Further Resources<\/span><\/h1>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>Principles of good feedback practice<\/h1>\n<p>These examples follow the HEA Seven Principles of Good Feedback Practice as identified in\u00a0the Student Enhanced Learning through Effective Feedback (SENLEF) project which published seven principles of good feedback practice (Juwah et al. 2004:6). These principles suggest\u00a0that feedback should:<\/p>\n<ol>\n<li>facilitate the development of self-assessment (reflection) in learning<\/li>\n<li>encourage teacher and peer dialogue around learning<\/li>\n<li>help clarify what good performance is (goals, criteria, standards expected)<\/li>\n<li>provide opportunities to close the gap between current and desired performance<\/li>\n<li>deliver high quality information to students about their learning<\/li>\n<li>encourage positive motivational beliefs and self-esteem<\/li>\n<li>provide information to teachers that can be used to help shape the teaching<\/li>\n<\/ol>\n<h1>Feedback at the University of Southampton<\/h1>\n<p>Although feedback can be ongoing and informal, feedback on assessment is a defined procedure which all Faculties are required to\u00a0follow. This procedure is part of the\u00a0<a href=\"http:\/\/www.southampton.ac.uk\/quality\/assessment\/framework\/index.page?\">Assessment Framework<\/a>, which sets out the key policies and principles which must be followed in documenting and managing assessment for students. The <a href=\"http:\/\/www.southampton.ac.uk\/assets\/imported\/transforms\/peripheral-block\/UsefulDownloads_Download\/0B41BE15EA3649079BED54BE33347FD3\/Assessment%20Feedback%20to%20Students%20Policy.pdf\">Assessment Feedback to Students Policy<\/a>\u00a0defines the rules and procedures\u00a0which all teaching staff\u00a0are required to follow when giving feedback to\u00a0students on their assessed work.\u00a0the\u00a0Assessment Framework is part of the\u00a0<a href=\"http:\/\/www.southampton.ac.uk\/quality\/index.page?\">Quality Handbook<\/a>\u00a0which\u00a0draws together the policies and processes which constitute the University&#8217;s Quality, Monitoring and Enhancement (QME) framework.<\/p>\n<h1>Feedback and Assessment Benchmarking Tool<\/h1>\n<p><img loading=\"lazy\" decoding=\"async\" class=\" wp-image-794 alignright\" src=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/files\/2014\/09\/NUS-FBK-Assess-tool.jpg\" alt=\"NUS FBK &amp; Assess tool\" width=\"464\" height=\"254\" srcset=\"https:\/\/blog.soton.ac.uk\/feedbackchampions\/files\/2014\/09\/NUS-FBK-Assess-tool.jpg 992w, https:\/\/blog.soton.ac.uk\/feedbackchampions\/files\/2014\/09\/NUS-FBK-Assess-tool-300x164.jpg 300w\" sizes=\"auto, (max-width: 464px) 100vw, 464px\" \/>Do you want to improve your department&#8217;s feedback and assessment practice but don&#8217;t know where to start? The National Union of Students (NUS) produced a benchmarking tool for feedback and assessment, which you might find useful. It is based on the NUS 10 Principles of Effective Feedback and Assessment practice, themselves based on the <a href=\"http:\/\/blog.soton.ac.uk\/feedbackchampions\/why-feedback-2\/\">NUS 10 Principles of Feedback<\/a>. You can use the NUS benchmarking tool to map your department&#8217;s or institution&#8217;s practice and suggest areas for improvement.<\/p>\n<p><a href=\"http:\/\/www.nusconnect.org.uk\/resourcehandler\/a8b81c81-3e09-4798-bb38-b19d20d77c04\/\">Download the NUS Feedback and Assessment Benchmarking Tool<\/a><\/p>\n<p>&nbsp;<\/p>\n<table width=\"100%\" cellpadding=\"10\">\n<tbody>\n<tr>\n<td valign=\"top\" bgcolor=\"#C0C0C0\" width=\"33%\">\n<h1><span style=\"color: white\">Useful feedback references<\/span><\/h1>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Selected\u00a0Articles<\/strong><\/p>\n<ul>\n<li>Askew, S. and Lodge, C. Gifts, ping-pong and loops \u2013 linking feedback to learning. In S. Askew<br \/>\n(Ed), Feedback for learning (1-17). London: Routledge.\u00a02001.<\/li>\n<li>Assessment Reform Group. \u201cAssessment for Learning \u2013 10 Principles.\u201d 2002. Web. 16 July 2015.<\/li>\n<li>Beaumont, C., O\u2019Doherty, M.O., Shannon, L. Staff and student perceptions of feedback quality<br \/>\nin the context of widening participation, York, Higher Education Academy.\u00a02008.<\/li>\n<li>Carless, D., Salter, D., Yang, M., &amp; Lam, J. Developing sustainable feedback practices. Studies<br \/>\nin Higher Education, 36(4), 395-407. 2011.<\/li>\n<li>Education Services Australia. \u201cWhat Is Assessment for Learning?\u201d <em>Assessment for learning<\/em>. N.p., n.d. Web. 16 July 2015.<\/li>\n<li>Gibbs, Graham. \u201cMaking Feedback on Assignments Effective:\u00a0 Principles and Guidance for Tutors.\u201d Web. 15 July 2015.<\/li>\n<li>&#8212;. \u201cMaking Feedback Work Involves More than Giving Feedback \u2013 Part 1 the\u00a0 Assessment Context.\u201d SEDA. <em>53<\/em><\/li>\n<li><em>Powerful Ideas All Teachers Should\u00a0 Know About<\/em>. N.p., Jan. 2015. Web. 15 July 2015.<\/li>\n<li>&#8212;. \u201cMaking Feedback Work Involves More than Giving Feedback \u2013 Part 2 The Students.\u201d SEDA. <em>53 Powerful Ideas\u00a0<\/em><em>All Teachers Should\u00a0 Know About<\/em>. N.p., Jan. 2015. Web. 15 July 2015.<\/li>\n<li>&#8212;. \u201cMaking the Best Use of Feedback on Assignments: A Guide for Students.\u201d Web. 15 July 2015.<\/li>\n<li>Hattie, J. and Timperley, H. The power of feedback. Review of educational research. 2007. 77(1), 81-112.<\/li>\n<li>Hepplestone, S. et al. Feedback. A student guide to using feedback. Sheffield Hallam University. 2010.<\/li>\n<li>Juwah, C. et al. Enhancing student learning through effective formative feedback. Higher Education Academy Generic Centre. 2004.<\/li>\n<li>Nicol, D. From monologue to dialogue: improving written feedback in mass higher education,<br \/>\nAssessment and Evaluation in Higher Education. 2010. 35(5), 501-517.<\/li>\n<li>Nicol, David. <em>Transforming Assessment and Feedback: Enhancing Integration and Empowerment\u00a0 in the First Year<\/em>. Mansfield: QAA. Print. 2009.<\/li>\n<li>Nicol, D. Quality Enhancement Themes: The First year Experience (Glasgow: QAA Scotland)<br \/>\nPhil Race (online) Assessment, teaching and learning in higher education.\u00a02008.<\/li>\n<li>Parry, S. and Bamber, M. Feedforward: the response of accounting students. Practitioner<br \/>\nresearch in higher education. 2010. 4, 62-72.<\/li>\n<li>Poulos, A. and Mahony, M. J. (2008) Effectiveness of feedback: the students\u2019 perspective, assessment &amp; evaluation in Higher Education 33(2), 143-154.<\/li>\n<li>Price, Margaret et al. \u201cAssessment Standards: A Manifesto for Change.\u201d <em>BROOKES eJOURNAL OF LEARNING AND TEACHING<\/em>. N.p., n.d. Web. 16 July 2015.<\/li>\n<li>Price , M., Handley, K., Millar, J. and O&#8217;Donovan, B. (2010) Feedback: all that effort, but what is the effect? Assessment &amp; Evaluation in Higher Education 35(3), 277-289.<\/li>\n<li>Ramsden, P. (2003) Learning to teach in Higher Education.2nd Edition Oxford: Taylor and Francis.<\/li>\n<li>Sadler, D. R. (2010) Beyond feedback: Developing student capability in complex appraisal, assessment<br \/>\nand evaluation in Higher Education 35, 535-550<\/li>\n<li>Sambell, Kay. <em>Rethinking Feedback in Higher Education: An Assessment for Learning Perspective<\/em>. HEA Subject Centre for Education, University of Bristol, 2011. Web. 16 July 2015.<\/li>\n<li>Vella, F. \u201cEnhancing Learning through Self-Assessment&#8221; D Boud. Pp 247. Kogan Page, London. 1995. <em>Biochemical Education<\/em> 24.3 (1996): 183\u2013183. <em>Wiley Online Library<\/em>. Web. 16 July 2015.<\/li>\n<li>Yorke, M. Formative assessment in higher education: Moves towards theory and the<br \/>\nenhancement of pedagogic practice, Higher Education. 2003. 45, 477-501<\/li>\n<\/ul>\n<p><strong>Selected Resources<\/strong><\/p>\n<ul>\n<li>NTU CADQ Guide: Feedback turnaround time:\u00a0<a href=\"http:\/\/www.ntu.ac.uk\/adq\/document_uploads\/assessment_awards\/137907.pdf\">http:\/\/www.ntu.ac.uk\/adq\/document_uploads\/assessment_awards\/137907.pdf<\/a><\/li>\n<li>Making feedback on assignments effective:\u00a0principles and guidance for tutors (Graham Gibbs):\u00a0<a href=\"http:\/\/www.testa.ac.uk\/index.php\/resources\/best-practice-guides\/125-feedback-guide-for-lecturers\u00a0\">http:\/\/www.testa.ac.uk\/index.php\/resources\/best-practice-guides\/125-feedback-guide-for-lecturers<\/a><\/li>\n<li>Making the best use of feedback on assignments: a guide for students (Graham Gibbs):\u00a0<a href=\"http:\/\/www.testa.ac.uk\/index.php\/resources\/best-practice-guides\/126-feedback-guide-for-students\">http:\/\/www.testa.ac.uk\/index.php\/resources\/best-practice-guides\/126-feedback-guide-for-students<\/a><\/li>\n<li>Effective Assessment in the Digital Age (JISC):\u00a0<a href=\"http:\/\/www.webarchive.org.uk\/wayback\/archive\/20140614075437\/http:\/\/www.jisc.ac.uk\/whatwedo\/programmes\/elearning\/assessment\/digiassess.aspx\">http:\/\/www.webarchive.org.uk\/wayback\/archive\/20140614075437\/http:\/\/www.jisc.ac.uk\/whatwedo\/programmes\/elearning\/assessment\/digiassess.aspx<\/a><\/li>\n<\/ul>\n<p><strong>Selected Websites<\/strong><\/p>\n<ul>\n<li>Higher Education Academy, Assessment and Feedback <a href=\"http:\/\/www.heacademy.ac.uk\/assessment\" target=\"_blank\">http:\/\/www.heacademy.ac.uk\/assessment<\/a><\/li>\n<li>Oxford Brookes University, ASKe: Assessment Standards Knowledge exchange <a href=\"http:\/\/www.brookes.ac.uk\/aske\/index.html\" target=\"_blank\">http:\/\/www.brookes.ac.uk\/aske\/index.html<\/a><\/li>\n<li>University of Edinburgh, Enhancing feedback <a href=\"http:\/\/www.enhancingfeedback.ed.ac.uk\/\" target=\"_blank\">http:\/\/www.enhancingfeedback.ed.ac.uk\/<\/a><\/li>\n<li>Edutopia\u00a0<a href=\"http:\/\/www.edutopia.org\/blog\/grading-tips-student-feedback-heather-wolpert-gawron\" target=\"_blank\">http:\/\/www.edutopia.org\/blog\/grading-tips-student-feedback-heather-wolpert-gawron<\/a><\/li>\n<li>Staff and Educational Development Association (SEDA) blog. Ideas 27 and 28 are about feedback\u00a0<a href=\"http:\/\/www.seda.ac.uk\/53-powerful-ideas\" target=\"_blank\">http:\/\/www.seda.ac.uk\/53-powerful-ideas<\/a><\/li>\n<li>FASTECH (Feedback and Assessment for Students with Technology)\u00a0<a href=\"http:\/\/www.fastech.ac.uk\/\">http:\/\/www.fastech.ac.uk\/<\/a><\/li>\n<li>The <a href=\"http:\/\/bergman-udl.blogspot.co.uk\/2014\/10\/rise-up-and-provide-meaningful-feedback.html?m=1\" target=\"_blank\">Rise Model<\/a>\u00a0for providing meaningful feedback to students<\/li>\n<\/ul>\n<p>\/\/ <\/p>\n","protected":false},"excerpt":{"rendered":"<p>This section of the website is dedicated to sharing useful resources related to feedback. If you want to share some with us, don&#8217;t hesitate to contact us. The Good Practice Database Examples of good practice when giving and receiving feedback have been listed below. They are organised by themes. Class\/ general feedback 1-to-1\/ detailed feedback [&hellip;]<\/p>\n","protected":false},"author":73378,"featured_media":835,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1086","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/pages\/1086","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/users\/73378"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/comments?post=1086"}],"version-history":[{"count":41,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/pages\/1086\/revisions"}],"predecessor-version":[{"id":1177,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/pages\/1086\/revisions\/1177"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/media\/835"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/feedbackchampions\/wp-json\/wp\/v2\/media?parent=1086"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}