What if feedback literacy was not about ‘shared’ understanding? But rather ‘nuanced’ understanding appreciating differences + expanding notions of feedback? Key finding of analysis of student-teacher partnership in feedback & assessment. Open-access read.

tandfonline.com/doi/full/10.10…

David Carless With Rafael Ferreira Mello and the team, we published 'Automatic feedback in online learning environments: A systematic literature review'
doi.org/10.1016/j.caea…

Care-Full Feedback - please read the new blog written by Ameena Payne and myself. Another perspective on assessment for social justice.

#Vacancy for a Digital Education Developer (HEFi) - Academic Services - 49461 - Grade 6 - Uni of Birmingham Employee Careers - Deadline 22 February - £28,762 to £31,411

edzz.fa.em3.oraclecloud.com/hcmUI/Candidat…

“Relationality also leans into expressions of joy, student progress & flourishing. And relationality takes us back to the original idea of dialogue which is not simply about two or more people in a conversation but also a respectful recognition of the relationality of us all”

David Carless tandfonline.com/doi/abs/10.108…

Negotiating the structures that influence feedback practices: an underplayed aspect of #feedbackliteracy HT Elizabeth Molloy search.informit.org/doi/pdf/10.331…

In FOUR HOURS I'm going to answer the age-old question about feedback...

💭How can I give better feedback WITHOUT burning myself out?!

If you're a joyful changemaker who seeks dialogue, this will be your JAM.

Register here: forms.gle/dJKCc8KYw8fB4r…

The #OTESSA23 Call for Proposals is OUT!

Where: Pick Your Preference
(York U in Toronto *OR* Online)

When: May 27-June 2, 2023

** DUE: Jan 31, 2023 **

Info: otessa.org/2023

SUBMIT: conference.otessa.org

#EdTech #OpenEd #DigPed

'Neither assessment nor learning are neutral or benign practices, and continuing to treat them as such leads to the reproduction of inequalities and symbolic violence.' Ameena L. Payne (she/her) & Jan McArthur 💙 @tg2chat ctt.ec/rS6bF+

Results: students value frequent feedback; the learning environment is not conducive to individual feedback; & student feedback-seeking & response are influenced by self-perceived level of preparedness & comfort w/ the facilitator/ environment. #MedEd

link.springer.com/article/10.100…

'The presence of grades takes psychological safety away from students, putting them into states of anxiety or apathy, neither of which allow for learning.' Chris Sarkonak #tg2chat ctt.ec/839Ik+

#CallForPapers #InclusiveTeaching #InclusiveEducation
🔗 More info: scholarworks.waldenu.edu/jerap/call_for…

Building on the research from the QAA Collaborative Enhancement project 'Belonging through Assessment: Pipelines of Compassion', join Vikki Hill Liz Bunting for a reflection on compassionate approaches to feedback.

Thurs 2 Feb, at 3pm
Sign up here: bit.ly/ComPas22

Rethinking Authentic Assessment - my article is in the latest issue of Higher Education. Likely of interest to anyone engaging with what we mean by authentic assessment, & how best to change our assessment practices. Open access:
rdcu.be/c3iFz

We have an exciting funded PhD opportunity (part-time) for a candidate who would like to join a creative team exploring how to “hack” traditional pedagogical through the use of new and emerging learning technologies. Read more... dcu.ie/sites/default/…... and talk with Eamon Costello

'It would be naive to think we can stand still. This is a technology that is already two steps ahead of our attempts to contain it in some form of meaningful, solid assessment strategy.'
ChatGPT and the Future of University Assessment katelindsayblogs.com/2023/01/16/cha…

There's been a lot of discussion about 'AI-proof assessment' lately! It seems timely to share our review paper on digitally mediated #AuthenticAssessment in #HigherEd , published a few months before #ChatGPT . How to design assessment in the digital world? tandfonline.com/doi/full/10.10…

I am deeply grateful to have this tangled tale published by Petar Jandric & Springer Education: “Rewild my heart with pedagogies of love, kindness and the sun and moon” - doi.org/10.1007/s42438…

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