{"id":1038,"date":"2025-12-10T17:13:58","date_gmt":"2025-12-10T17:13:58","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/index.php\/the-tedm-principle-improving-written-feedback\/"},"modified":"2025-12-10T17:13:58","modified_gmt":"2025-12-10T17:13:58","slug":"the-tedm-principle-improving-written-feedback","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/the-tedm-principle-improving-written-feedback\/","title":{"rendered":"The TEDM Principle: Improving Written Feedback"},"content":{"rendered":"<p><strong>Volume:<\/strong> 4<br \/>\n<strong>Issue: <\/strong>3<br \/>\n<strong>Year:<\/strong> 2022<br \/>\n<strong>Author(s):<\/strong> Willie McGuire University of Glasgow, Olan Harrington University of Glasgow, Carole MacDiarmid University of Glasgow, Sally Zacharias University of Glasgow<\/p>\n<p>Recent discourse on assessment literacy is supportive of dialogic practices, without addressing the concomitant challenges of workload, high student numbers and sustainability. This paper presents the findings of a small-scale qualitative study exploring teacher and student views on the effectiveness of written feedback using a \u2018showing; not telling\u2019 approach, which used a descriptive pattern of feedback as opposed to an instructional model within a peer-tutor review framework. Paramount was the use of modelling, a method of \u2018showing\u2019 students how to improve their work at the formative stage as opposed to \u2018telling\u2019 them how to improve it afterassignment completion. This modelling was practised using the TEDM principle: tell, explain, describe and model. Key findings are that the model is: effective with high numbers; positively received by students; and sustainable.<\/p>\n<p><strong>Documents:<\/strong><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/The_TEDM_Principle_Improving.doc\">The_TEDM_Principle_Improving.doc<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/The_TEDM_Principle_Improving.pdf\">The_TEDM_Principle_Improving.pdf<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Volume: 4 Issue: 3 Year: 2022 Author(s): Willie McGuire University of Glasgow, Olan Harrington University of Glasgow, Carole MacDiarmid University of Glasgow, Sally Zacharias University of Glasgow Recent discourse on assessment literacy is supportive of dialogic practices, without addressing the concomitant challenges of workload, high student numbers and sustainability. This paper presents the findings of [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1038","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1038","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1038"}],"version-history":[{"count":0,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1038\/revisions"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1038"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}