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4. Your students should be working harder than you


It’s worth considering that increasing the amount of feedback we give students is only worthwhile if students use it to critique and improve their own work (Hounsell, 2003). For example, students will often focus on too strict an interpretation of criteria and technical aspects of assessments and miss more holistic consideration. This can be a difficult perception to change. However, talking through models and exemplars from previous years is a highly effective way of helping students to see where their understanding of what good work looks like is too limited. This kind of exercise is therefore valuable for training students to generate their own feedback, emphasising that they are partners in their own education, not consumers.


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