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Lookup NU author(s): Professor Paul FleetORCiD
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The educator walks into the learning space for the first session to deliver a course designed to enable undergraduates to remember, understand, apply, analyse, evaluate, and ultimately create materials from theoretical principles (Bloom 1965, Anderson and Bloom 2014). They plan this before the learning journey begins based upon their scholarship, pedagogical principles, and prior experience. What is missing is the educator’s awareness of the student’s level of prior knowledge. To address this concern some stream before/during arrival, some presume from entry requirements, and some choose not to teach music-theory at all: each of these ‘solutions’ is problematic. One inclusive solution is to embed a digital-education platform into the curriculum thereby creating a formative-feedback trialogue between student, software, and educator; its design integrating with the module learning outcomes. The student regularly engages with the software receiving real-time feedback; the software also reveals the feedback to the educators for engagement and trend analysis; the educator then has bespoke information to support conversations with the students throughout learning journeys.
Author(s): Fleet P
Editor(s): Elkington S ; Irons A
Publication type: Book Chapter
Publication status: Published
Book Title: Formative Assessment and Feedback in Post-Digital Environments: Disciplinary Case Studies in Higher Education
Year: 2025
Print publication date: 10/03/2025
Acceptance date: 05/11/2023
Publisher: Routledge Education
DOI: 10.4324/9781003360254-3
Library holdings: Search Newcastle University Library for this item
ISBN: 9781032418933
