In an age of increasingly massified and computer-mediated higher education, there are fewer opportunities for personal and individualised rich communication between students and educators. The development of evaluative judgement is supported by feedback processes but, for many students, particularly in large undergraduate courses, this occurs only in relation to assessment. Even then, comments are often ineffective and rarely support reflective and dialogic processes. Within this context, we propose a design for dialogical feedback processes surrounding assessment, enabled by multimodal (such as video, audio and screencasting) and social media (such as forums), with the goal of strengthening students’ evaluative judgement.
Henderson, M., Phillips, M., & Ryan, T. (2018). Designing for technology-enabled dialogic feedback. In Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work (pp. 117–126). Taylor and Francis. https://doi.org/10.4324/9781315109251