Surveys from the Discipline of Exercise & Sport Science reveal that while students value authentic and career-relevant assessments, they are less satisfied with the usefulness of the feedback they receive. This presentation reports on a project engaging students and teachers as partners to transform feedback practices through co-designing learning experiences and assessment and feedback processes in three core units. The cycles of co-design activities have led to innovations such as better signaling of feedback opportunities, building assessment literacy, and more individualized feedback on exams and quizzes. Preliminary evaluation data from one unit will be presented, focusing on how students use feedback and engage with learning and feedback experiences supporting assessments. Attendees will gain transferable insights and ideas that can be implemented in their own disciplines to enhance feedback practices and student engagement through collaborative co-design of assessment and feedback processes.
Teaching@Sydney