Rethinking feedback in light of the York pedagogy

Monday 2 November 2015, 12.30PM to 2.00pm

Speaker(s): Cathy Dantec, Language and Linguistic Science and Bill Soden, Education


‌At the University of York's Annual Learning and Teaching Conference this summer, Cathy and Bill presented a workshop entitled “Personalising feedback: Can we bridge the formative-summative gap?”which focused on the tension between summative and formative assessment.  They ended the session by touching on institutional constraints to improving our assessment/feedback practice, and would like to continue this discussion.  The coming implementation of the York Pedagogy provides an opportunity to rethink approaches and practices related to assessment and feedback.

The session will start with a short overview of their own experiences and perspectives before opening the floor to participants’ input.  The aim of the workshop is to explore approaches to engaging students with assessment and feedback implied by the following York Pedagogy concepts:

  • Students doing rather being
  • Focus on student work and programme level design
  • Efficient use of formative work that avoids excessive volumes of summative assessment.

By the end of the workshop, participants will have

  • Reflected upon their current assessment and feedback practices,
  • Considered some issues around assessment and feedback in relation to the York Pedagogy,
  • Explored the implications of student work and programme level design for approaches to assessment and feedback,
  • Discussed potential needs for support to improve feedback practices in the new framework,
  • Identified further questions for the York Pedagogy implementation team.

Tea, coffee, water and juice will be available, please feel free to bring your own lunch.

To book your place, please use our booking form or email

Location: room HG21, Heslington Hall