Abstract

While not without controversy and debate, teaching quality in Australian Universities is indicated through the Good Teaching Scale (GTS) index that is published annually and widely disseminated throughout the community. RMIT University, like many other Universities in Australia regard this GTS score as a critical measure of the quality of our teaching and is committed to raising this score across the University. Through a number of processes designed to unpack this aggregate measure of teaching quality, the University has identified that improving the quality of the feedback we provide students is a key priority for programs committed to improving the quality of their teaching. Within this context, it was felt that for RMIT University community is to improve their GTS scores individual courses and programs will need to have a coordinated approach to improving both how they provide feedback to students and integrating how that feedback is used in the learning process. In order to assist the University in achieving this strategic goal, a cross-disciplinary (Social Sciences & Humanities and Engineering), cross-School project has been developed that: • undertook a targeted review of the literature, • explored students understandings and experiences of feedback, • gathered teaching staff perspectives of good practice, • and then piloted and evaluated a range of approaches and strategies designed to provide meaningful and useful feedback to students This paper shares the experiences of this project, the insights revealed, and the emergent themes identified from students and staff and our preliminary results from the pilot evaluations.