Developing effective assignment feedback for an interprofessional learning module-An action research project

Area of Science:

• Health Professions Education
• Interprofessional Learning
• Social Care Education

Background:

• Delivered to 300 first-year students at University Campus Suffolk (UCS).
• Assignments marked by 20 staff members from diverse health and social care professions.
• Identified need to reduce inconsistencies in marking and feedback.

Purpose of the Study:

• Evaluate the existing marking process and feedback sheets for interprofessional learning (IPL).
• Develop a standardized marking tool and feedback sheet.
• Enable consistent and useful feedback for students.

Main Methods:

• Employed participatory action research involving both students and staff.
• Utilized focus groups and questionnaires to gather perspectives on assignment feedback.
• Iterative development of marking and feedback tools based on stakeholder input.

Main Results:

• Successfully enhanced the quality and utility of student feedback.
• Observed an increase in student engagement with the assessment and feedback process.
• Reported increased staff engagement and satisfaction with the revised feedback system.

Conclusions:

• The revised marking and feedback process improved the learning experience for students.
• Collaborative development fostered greater engagement among staff and students.
• The project demonstrated the value of participatory action research in educational assessment.