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ERIC Number: EJ1077529
Record Type: Journal
Publication Date: 2014-Jun
Pages: 7
Abstractor: As Provided
Reference Count: 22
ISBN: N/A
ISSN: ISSN-1475-7257
Application of Formalised Developmental Feedback for Feed-Forward to Foster Student Ownership of the Learning Process
Todd, Valerie J.; McIlroy, David
Psychology Learning and Teaching, v13 n2 p137-143 Jun 2014
There has been considerable criticism of assessment methods because of inconsistencies across modules and a focus on the measurement of learning rather than assessment for learning. The aim of the current study was to formalise the process of assessment feedback to feed-forward, and assess the impact on student learning. A cohort of undergraduate students (N = 33) took part in a test-retest study on coursework assessment across 2 consecutive modules. They were assessed using generic academic criteria and instructed to use the grid from the previous feedback as a checklist to inform any amendments to their work. Findings demonstrated statistically significant improvements across 4 out of 5 domains of generic criteria, which improved the overall quality of the work. Active use of a consistent generic marking grid across modules enabled students to learn from feedback and apply that learning appropriately.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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 (England)