Relevance of assessment feedback in higher education

This paper advocates for a stronger anchoring of feedback in the context of learning-conducive assessments in higher education. The basic analysis is that feedback is only of minor importance in German Universities. The structur-oriented approach in teaching and assessment causes the absence of feedback. The shift to a higher development of competencies fosters an attitudinal change. Besides establishing an action-oriented form of teaching, universities have to put emphasis on how to identify competencies. It is argued why traditional forms of assessment reach their limits and why authentic assessements for learning are the only way to reach the Shift from Teaching to Learning. Finally, recommendations for the design of feedback are phrased and findings of the usage of feeback in practice are provided.

30.03.2009 | Silvia Sippel (Augsburg)