Re-Visioning Feedback for Learning

While not without controversy and debate, teaching quality in Australian Universities is indicated the Good Teaching Scale (GTS) index that is pUblished annually and Widely disseminated the community. RMIT University, like many other Universities in Australia regard GTS score as a critical measure of the quality of our teaching and is committed to raising this across the University. Through a number of processes designed to unpack this aggregate a/teaching quality, the University has identified that improving the quality of the feedback prOVide students is a key priority for programs committed to improving the quality a/their teaching. this context, it was felt that for mur University community is to improve their GTS scores individual and programs will need to have a coordinated approach to improving both haw they feedback to students and integrating haw thatfeedback is used in the learning process. In order assist the University in achieving this strategic goal, a cross-disciplinary (Social Sciences & Humanities Engineering), cross-School project has been developed that: ¿ undertook a targeted review the literature, ¿ explored students understandings and experiences of feedback, ¿ gathered teaching perspectives of good practice, ¿ and then piloted and evaluated a range of approaches and designed to provide meaningfUl and usefulfeedback to students This paper shares the experiences this project, the insights revealed, and the emergent themes identified from students and staff our preliminary results from the pilot evaluations.