CIPD centres have a choice to reduce the amount of feedback learners get, but HRC isn’t – Here’s why.

We know, from the conversations we have with our learners, that feedback is incredibly important to getting the CIPD qualification you deserve.

Recently, CIPD changed centre requirements for feedback that our learners rely on. The new rules mean we don’t have to give feedback on any non-failing grade—that’s a mark of a 2 (Low Pass), 3 (Pass), or 4 (High Pass).

CIPD is simplifying the process for CIPD centres but reducing required detailed feedback requirements on all grades except failing grades, allows some providers to save money by not spend as much time on each learner’s marking and feedback. HRC believes feedback is an essential component for depth of learning.

HRC are keeping detailed feedback for all of their CIPD Qualifications

We will continue to provide our learners with the same level of feedback because it is what is right and what is best. That goes for our CIPD Level 3 and CIPD Level 5.

Numerous studies have shown that good-quality feedback is a core part of a learner’s journey towards achieving a qualification.

If you’d like an informal chat about how we can help you study your CIPD qualification, detailed feedback and all, please get in touch or start our free 14-day trial today.

The Power of Detailed Feedback When Studying a CIPD Qualification

As you can imagine, numerous studies have shown that good quality feedback is a core part of a learner’s journey towards achieving a qualification, and this relates to CIPD Qualifications and detailed feedback:

In John Hattie and Helen Timperley’s study on ‘The Power of Feedback’ from Auckland University, they discuss the importance of feedback and agree that a depth of feedback is required if everything a student needs to succeed is to be delivered

“Effective feedback must answer three major questions asked by a teacher and/or by a student: Where am I going? (What are the goals?), How am I going? (What progress is being made toward the goal?), and Where to next? (What activities need to be undertaken to make better progress?). These questions correspond to notions of feed up, feed back, and feed forward.”

In ‘The development of student feedback literacy: enabling uptake of feedback,’ by David Carless and David Boud, they state that

“This definition (of feedback) goes beyond notions that feedback is principally about teachers informing students about strengths, weaknesses and how to improve, and highlights the centrality of the student role in sense-making and using comments to improve subsequent work.”

What Can We Learn From Studies on Detail Feedback

Feedback is a fundamental part of student learning. To reduce detailed feedback for passing students is reducing the amount of learning that student does. Not only does it go against the principles of educational learning but also the principles of Human Resources as a whole. Conversations, feedback, and working with employees are the foundation of successful work relationships in HR, and at HRC, we think that setting a standard based on both education and HR are the best standards of all.

If you’d like an informal chat about how we can help you study your CIPD qualification, detailed feedback and all, please get in touch, or start our free 14 day trial today.

Further reading on Feedback

Further reading is provided as a collection of additional items that may be useful to read relating to this article. They are not syllabus based and have not been peer reviewed by HRC independently.

 

1. 1. Ali, N., Ahmed, L., & Rose, S. (2017) – “Identifying predictors of students’ perception of and engagement with assessment feedback.” Active Learning in Higher Education, 19(3), 239–251.
      Link: https://research.stmarys.ac.uk/id/eprint/1419/

1. 1. Boud, D., & Molloy, E. (2013) – “Rethinking models of feedback for learning: The challenge of design.” Assessment & Evaluation in Higher Education, 38(6), 698–712.
      Link: https://doi.org/10.1080/02602938.2012.691462

1. 1. Carless, D. (2015) – Excellence in University Assessment: Learning from Award-Winning Practice. Routledge.
      Link: https://www.routledge.com/Excellence-in-University-Assessment-Learning-from-Award-winning-Practice/Carless/p/book/9780415842314

1. 1. Carless, D., Salter, D., Yang, M., & Lam, J. (2011) – “Developing sustainable feedback practices.” Studies in Higher Education, 36(4), 395–407.
      Link: https://doi.org/10.1080/03075071003642449

1. 1. Court, K. (2014) – “Tutor feedback on draft essays: Developing students’ academic writing and subject knowledge.” Journal of Further and Higher Education, 38(3), 327–345.
      Link: https://doi.org/10.1080/0309877X.2013.815386

1. 1. Cramp, A. (2011) – “Developing first-year engagement with written feedback.” Active Learning in Higher Education, 12(2), 113–124.
      Link: https://doi.org/10.1177/1469787411402484

1. 1. Deepwell, F., & Benfield, G. (2012) – “Evaluating assessment practices: The academic staff perspective.” In L. Clouder, C. Brougham, S. Jewell, & J. Stevenson (Eds.), Improving Student Engagement and Development through Assessment: Theory and Practice in Higher Education (pp. 59–72). Routledge.
      Link: https://www.routledge.com/Improving-Student-Engagement-and-Development-through-Assessment-Theory-and/Clouder-Brougham-Jewell-Stevenson/p/book/9780415618193

1. 1. Evans, C. (2013) – “Making sense of assessment feedback in higher education.” Review of Educational Research, 83(1), 70–120.
      Link: https://doi.org/10.3102/0034654312474350

1. 1. Evans, C., & Waring, M. (2011) – “Exploring students’ perceptions of feedback in relation to cognitive styles and culture.” Research Papers in Education, 26(2), 171–190.
      Link: https://doi.org/10.1080/02671522.2011.561967

1. 1. Ferguson, P. (2011) – “Student perceptions of quality feedback in teacher education.” Assessment & Evaluation in Higher Education, 36(1), 51–62.
      Link: https://doi.org/10.1080/02602930903197883

1. 1. Furnborough, C., & Truman, M. (2009) – “Adult beginner distance language learner perceptions and use of assignment feedback.” Distance Education, 30(3), 399–418.
      Link: https://doi.org/10.1080/01587910903236559

1. 1. Gaetano, J. (2018) – “Holm-Bonferroni sequential correction: An Excel calculator (1.3).”
      Link: https://www.researchgate.net/publication/322569956_Holm-Bonferroni_Sequential_Correction_An_Excel_Calculator

1. 1. Henderson, M., Ryan, T., & Phillips, M. (2019) – “The challenges of feedback in higher education.” Assessment & Evaluation in Higher Education.
      Link: https://doi.org/10.1080/02602938.2019.1599815

1. 1. Hendry, G. D., White, P., & Herbert, C. (2016) – “Providing exemplar-based ‘feedforward’ before an assessment: The role of teacher explanation.” Active Learning in Higher Education, 17(2), 99–109.
      Link: https://doi.org/10.1177/1469787416637479

1. 1. Hepplestone, S., & Chikwa, G. (2016) – “Exploring the processes used by students to apply feedback.” Student Engagement and Experience Journal, 5(1), 1–15.
      Link: https://doi.org/10.7190/seej.v5i1.979

1. 1. Higgins, R., Hartley, P., & Skelton, A. (2001) – “Getting the message across: The problem of communicating assessment feedback.” Teaching in Higher Education, 6(2), 269–274.
      Link: https://doi.org/10.1080/13562510120045230