Implementing effective holistic assessment feedback practice in postsecondary learning context

Abstract

While much is known about good assessment feedback principles (Author, 2013), effective implementation of such practices within disciplines and across institutions to ensure that all students have equal access to assessment feedback practices remains a global concern (Author et al., 2015). This paper reports on the development and implementation of an inclusive and holistic assessment feedback framework that can be used effectively with students and academics to enhance assessment feedback practice in post-secondary learning environments at both the discipline and institutional level. The framework is underpinned by a self-regulatory approach to practice and an inclusive critical pedagogical stance. The framework is informed by extensive assessment feedback research across disciplines and has evolved through implementation within post-secondary contexts.