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The Role of Assessment Feedback in Academic Buoyancy

This project focuses on the everyday challenge of academic assessment, and argues that academic buoyancy is a key factor in academic success.

To scaffold students’ learning, there is arguably a need for a better understanding how students use and respond to feedback in terms of what they think, feel and do.

The findings have implications for the provision of assessment feedback in higher education.

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by Dr Adeela ahmed-Shafi, Tristan Middleton, Richard Millican & Sian Templeton

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Find out more about this research project on the research repository

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This research forms part of the Learning and Professional Contexts research priority area.