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ERIC Number: EJ1020408
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0260-2938
Do Those Who Benefit the Most Need it the Least? A Four-Year Experiment in Enquiry-Based Feedback
Adcroft, Andy; Willis, Robert
Assessment & Evaluation in Higher Education, v38 n7 p803-815 2013
The aim of this paper is to report on an ongoing experiment in an enquiry-based approach to feedback. Over the course of four years, almost 1800 students have studied a final-year undergraduate module involving a mid-term assignment and end of module examination. Feedback on the assignment is delivered through a process which involves the provision of feedback resources and action planning rather than any individualised comments on the piece of work. The results of the experiment to date suggests that this approach to feedback can have a positive effect on student performance as they make the transition from formative assignment to summative examination but that the main beneficiaries of that performance improvement are students who did well in the assignment rather that students who had average or poor performance.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom