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Karen Beswick is a senior lecturer in education and senior fellow of the Higher Education Academy, working in initial teacher education and other undergraduate and postgraduate programmes in education. She was previously a primary (advanced skills) schoolteacher, and since her move to higher education she has been passionate about teaching and learning, particularly in assessment and how learners make sense of feedback.
Karen is keen to change the relationship of typical assessment feedback from cognitivist terms where information is given about strengths and weaknesses of student work and targets, to a process-orientated social constructivist view of feedback where feedback processes involve students as active generators of their own understandings in using feedback to guide their development. Having recently finished a two-year fellowship using students as partners, they have developed a resource that may be used site wide by markers in higher education to lessen marker workload and support student assessment feedback literacy.