6 RECOMMENDATIONS AND CONCLUSION
6.7 CHAPTER SUMMARY AND STUDY CONCLUSION
This chapter presented the research questions along with a brief summary of the responses
generated by the participating programmes. This study argued that it is not about following rules
for ‘good’ feedback, but about creating an environment where students can learn about and
learn from a variety of types of feedback
.
Students need to learn the purpose of feedback, as well as how to use it to their best advantage in improving not only their work, but also their177
overall learning. This chapter has emphasised the importance of a programme-focused approach
to feedback, and what that can mean for using feedback as a learning tool and not just a
summation of an assignment. This study offered some recommendations that could help create
that environment that would support for programmes that wish to balance out the feedback they
provide and allow students to take control of their learning. These recommendations are not the
only way to help create this environment, but they capture some of the key conceptual and
empirical findings in the literature, and hope they stimulate conversation among colleagues
about the best ways in which their programmes can achieve a healthy balance and progression.
The methodology utilised in this study is just one method that can be employed. TESTA allows a
programme to map assessment and feedback practices for the entirety of the programme. This
can help in creating a logical flow of assessment and feedback practices so that students
understand how to engage with feedback as a tool to aid in future learning. A space for ongoing
dialogue between lecturers, between students and lecturers, and between students and their
peers needs to be fostered, to allow for the gradual emergence of feedback literacy amongst a
cohort of ‘feedback connoisseurs’. Policy in Higher Education is rapidly changing; whilst the
pressures towards atomised, fast food education continue to increase, there is growing
awareness of the damage this can do to learning and to health, and an emerging ‘slow learning’
movement (see for example Berg & Seeber, 2013). Now is the time to champion a new
environment and culture around feedback, across the whole of a programme that recognises
that learning takes time and that celebrates a dialogical route towards feedback – and learning –
178
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