ERIC Number: EJ1021775
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 14
Efficacy and Efficiency in Formative Assessment: An Informed Reflection on the Value of Partial Marking
Seaton, Katherine A.
International Journal of Mathematical Education in Science and Technology, v44 n7 p963-971 2013
This article presents an informed reflection on the evolution of teacher-to-learner feedback provided on written assignments in first-year university mathematics subjects. The feedback provided addresses not only mathematical accuracy and skills, but also the development of graduate attributes, such as discipline-appropriate written communication. Effective and efficient practices that have been collectively refined and enhanced, for more than a decade, are described and examined. This model for formative assessment in mathematics subjects is critiqued in the light of the scholarly literature on feedback and assessment.
Descriptors: College Mathematics, Assignments, Formative Evaluation, Feedback (Response), Efficiency, Grading, Undergraduate Study, Foreign Countries
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Publication Type: Reports - Evaluative; Journal Articles
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia