title: Translating evidence-based guidelines to improve feedback practices: the interACT case study.
abstract: BACKGROUND
  There has been a substantial body of research examining feedback practices, yet the assessment and feedback landscape in higher education is described as 'stubbornly resistant to change'. The aim of this paper is to present a case study demonstrating how an entire programme's assessment and feedback practices were re-engineered and evaluated in line with evidence from the literature in the interACT (Interaction and Collaboration via Technology) project.
  
  
  METHODS
  Informed by action research the project conducted two cycles of planning, action, evaluation and reflection. Four key pedagogical principles informed the re-design of the assessment and feedback practices. Evaluation activities included document analysis, interviews with staff (n = 10) and students (n = 7), and student questionnaires (n = 54). Descriptive statistics were used to analyse the questionnaire data. Framework thematic analysis was used to develop themes across the interview data.
  
  
  RESULTS
  InterACT was reported by students and staff to promote self-evaluation, engagement with feedback and feedback dialogue. Streamlining the process after the first cycle of action research was crucial for improving engagement of students and staff. The interACT process of promoting self-evaluation, reflection on feedback, feedback dialogue and longitudinal perspectives of feedback has clear benefits and should be transferable to other contexts.
  
  
  CONCLUSIONS
  InterACT has involved comprehensive re-engineering of the assessment and feedback processes using educational principles to guide the design taking into account stakeholder perspectives. These principles and the strategies to enact them should be transferable to other contexts.
authors: Centre for Medical Education, Medical Education Institute, University of Dundee, McKenzie Building, Kirsty Semple Way, Dundee, DD2 4BF, UK. k.barton@abertay.ac.uk.|Division of Food and Drink, School of Science, Engineering & Technology, Abertay University, Kydd Building, Bell Street, Dundee, DD1 1HG, UK. k.barton@abertay.ac.uk.
authors: Karen L
authors: KL
authors: Barton
authors: Centre for Medical Education, Medical Education Institute, University of Dundee, McKenzie Building, Kirsty Semple Way, Dundee, DD2 4BF, UK. s.j.schofield@dundee.ac.uk.
authors: Susie J
authors: SJ
authors: Schofield
authors: Centre for Medical Education, Medical Education Institute, University of Dundee, McKenzie Building, Kirsty Semple Way, Dundee, DD2 4BF, UK. j.p.g.mcaleer@dundee.ac.uk.
authors: Sean
authors: S
authors: McAleer
authors: Centre for Medical Education, Medical Education Institute, University of Dundee, McKenzie Building, Kirsty Semple Way, Dundee, DD2 4BF, UK. rola.ajjawi@deakin.edu.au.|Centre for Research in Assessment and Digital Learning, Deakin University, Melbourne City Centre, 550 Bourke Street, Melbourne, 3000, Victoria, Australia. rola.ajjawi@deakin.edu.au.
authors: Rola
authors: R
authors: Ajjawi
mesh_terms: D020375:Education, Distance / Q000379:methods / Q000458:organization & administration* / Q000592:standards; D004503:Education, Medical, Graduate / Q000379:methods / Q000458:organization & administration* / Q000592:standards; D000068156:Formative Feedback; D006801:Humans; D020407:Internet; D007407:Interviews as Topic; D019982:Organizational Case Studies; D016730:Program Development; D015397:Program Evaluation / Q000379:methods; D012606:Scotland; D012647:Self-Assessment; D011795:Surveys and Questionnaires; D057170:Translational Research, Biomedical