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Showing all 6 results
Direct linkOrsmond, Paul; Merry, Stephen – Assessment & Evaluation in Higher Education, 2011
Tutors' intentions when providing feedback may not be accurately perceived and acted on by students. In this study, 19 biological sciences students and six tutors were interviewed concerning the tutor's intentions when providing specific feedback and the students' perceptions and usage of that feedback. A phenomenological approach was used to…
Descriptors: Foreign Countries, Feedback (Response), Student Attitudes, Biological Sciences
Orsmond, Paul; Merry, Stephen; Reiling, Kevin – Assessment & Evaluation in Higher Education, 2004
Students' perceptions of their skills development and the overall value of their undergraduate project work were evaluated using data derived from questionnaires. Thirty-nine students completing their second year of study (i.e. prior to the commencement of project work) and 42 students completing their third-year project work took part. Thirteen…
Descriptors: Undergraduate Study, Skill Development, Student Attitudes, Undergraduate Students
Peer reviewedOrsmond, Paul; Merry, Stephen; Reiling, Kevin – Assessment & Evaluation in Higher Education, 2002
Examined a method of student self- and peer assessment involving student construction of grading criteria using exemplars. Found that the use of exemplars can help students demonstrate greater understanding of both grading criteria and subject standards, and that the use of exemplars forms a focus for meaningful formative feedback. (EV)
Descriptors: College Students, Feedback, Grading, Higher Education
Orsmond, Paul; Merry, Stephen; Reiling, Kevin – Assessment and Evaluation in Higher Education, 2005
Ramaprasad (1983) defined feedback as information about the gap between actual performance level and the reference level, which is subsequently used to alter that gap. Feedback, therefore, needs to be meaningful, understood and correctly acted upon. Tutors not only have to give feedback; they should really evaluate how effective their feedback has…
Descriptors: Biology, Tutors, Feedback, Student Attitudes
Peer reviewedOrsmond, Paul; Merry, Stephen; Reiling, Kevin – Assessment & Evaluation in Higher Education, 2000
Compared student self and tutor, student self and peer, and student and tutor grading using student constructed or tutor provided grading criteria at a British university for a total of 85 first-year biology students. Findings suggest that allowing students to construct their own grading criteria may lead to different learning outcomes compared to…
Descriptors: College Freshmen, Criteria, Foreign Countries, Grading
Peer reviewedOrsmond, Paul; Merry, Stephen; Reiling, Kevin – Assessment & Evaluation in Higher Education, 1997
Reports on a study of a student self-assessment method in college biology, comparing students' self-evaluation, students' peer evaluation, and the teacher's evaluation criteria. Results illustrate potential problems in making assumptions about student ability to self-evaluate but also support previous findings about the instructional usefulness of…
Descriptors: Biology, College Faculty, College Instruction, College Students
