ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book explores students’ ability to process especially negative emotions when receiving grades that may mismatch their expectations and seeks to develop students’ feedback literacy and their ‘proactive recipience’. It focuses on group work and processes of collaboration to enhance students’ rational compassion. The book highlights the value of using peer feedback and exemplars in that they provide prompt and efficient feedback to students. It outlines some employability challenges in assessing simulated professional practice in the performing arts where students are assessed on the effectiveness of their participation in a variety of roles ranging from performance to stage design. The book utilises an example of digital modes of legal education in law to illustrate complexities which often prevent wide-scale take up of innovations in learning and assessment.
