ERIC Number: EJ1038773
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: N/A
Closing the Feedback Loop? Iterative Feedback between Tutor and Student in Coursework Assessments
Barker, Martin; Pinard, Michelle
Assessment & Evaluation in Higher Education, v39 n8 p899-915 2014
We evaluate the case for using feedback iteratively, to improve student engagement and learning. In this model, students were invited to respond to tutor feedback with students' own responses. Among the three courses/modules (three tutors) studied, differences in feedback styles were evident from: (a) thematic analysis of tutor comments and, for one course, and (b) comments in a student focus group. Students were inconsistent in their evaluation of tutor feedback but, in a more detailed study of one of the courses, there was clear evidence for the benefits of iterative feedback. Lessons from the main study were then applied to a course that had not previously incorporated iterative feedback. Using this experience, we provide suggestions for applying iterative feedback in assessments.
Descriptors: Feedback (Response), Course Evaluation, Student Participation, Student Improvement, Models, Student Reaction, Learning Modules, Thematic Approach, Focus Groups, Student Evaluation of Teacher Performance, Evaluation Methods, Formative Evaluation, Summative Evaluation, Biological Sciences, Educational Practices, Teacher Student Relationship, Foreign Countries, College Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)
Grant or Contract Numbers: N/A