As part of the Topic 6   ‘Feedback for Learning’  I found the outputs from the University of Hertfordshire’s ESCAPE project useful, including in the video: (http://jiscdesignstudio.pbworks.com/w/page/12458419/ESCAPE%20Project ) which has commentary from a member of staff and a member of student body regarding feedback. The feedback is given regularly due to there being a number of projects throughout the term/year. The projects are traffic colour coded deadlines, depending on the stake of assessment. Peter Stanbury (Associate Head of Department at the University of Hertfordshire) talks about in his view the best part of the ESCAPE project being; that due to a deadline being a few weeks after starting first year – the students are engaged and independent straight away and are therefore experienced in formative feedback.  The student’s view was positive, he discussed how regular and constant feedback helped improve assessments for him.

I currently do not work with students using assessments for formal feedback, but this is a model I would consider looking at again if the opportunity presented itself. As part of my current job we give students constant ‘informal’ feedback and advice when it comes to making in the 3D workshops. By informal I mean it does not directly relate to assessments – however the advice we give as technicians can easily determine the quality and execution of how the products/models/pieces/body of work is made and therefore can affect the students learning outcomes and assessments. Due to this fact it seems very important to understand what the students learning outcomes and assessment requirements are so we can support them in the right direction – however this is not always made available. I feel more communication between technical and academic staff when it comes to project briefs, learning outcomes and assessment requirements especially regarding  what they are expected to create in the workshops would be beneficial all round.