Feedback is a crucial part of the student experience and helps learning (Parkin et al 2012; West and Turner 2015). Feedback also encourages teacher-student interaction and learner engagement (Nicol, 2010). Good feedback provided quickly are two of the quality benchmarks of a high quality student experience, (Lizzio and Wilson 2008). Unfortunately the NSS has highlighted that this is an area where institutions do not do as well as they would like. To improve this situation, many universities have implemented strategies to improve feedback and invariably this involves technology facilitated learning, (HEA 2012). The School of Nursing addressed this issue in a progressive and student focused way by moving towards online assessment and feedback in coherent and evidence based fashion. This has relevance in the international arena as universities seek to internationalise their products. The importance of robust, valid and reliable assessment practices in the online environment will prove to be a key factor going forward. This study demonstrates how a move to online assessment can be managed positively.
|Title of host publication||Unknown Host Publication|
|Publisher||Higher Education Academy|
|Number of pages||35|
|Publication status||Accepted/In press - 20 Apr 2017|
|Event||28th International Networking for Healthcare Education Conference - Churchill College Cambridge|
Duration: 20 Apr 2017 → …
|Conference||28th International Networking for Healthcare Education Conference|
|Period||20/04/17 → …|
Bibliographical noteReference text: Adcroft, A. (2010) Speaking the same language? Perceptions of feedback amongst academic staff and students in a School of Law. The Law Teacher, 44(3), 250-260.
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