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ERIC Number: EJ1145853
Record Type: Journal
Publication Date: 2017-Jul
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1469-7874
Enhancing Feedback in Higher Education: Students' Attitudes towards Online and In-Class Formative Assessment Feedback Models
McCarthy, Josh
Active Learning in Higher Education, v18 n2 p127-141 Jul 2017
This article explores the efficacy of formative assessment feedback models in higher education. Over 1 year and two courses, three feedback techniques were trialled: staff-to-student feedback in class, peer-to-peer feedback in class and peer-to-peer feedback online, via "the Café," an e-learning application hosted by "Facebook." Every 2 weeks, students were required to bring work-in-progress to tutorial classes and discuss their work with their peers and tutors. In alternating weeks, students posted work-in-progress to a forum in "the Café," and critiqued their peers' submissions. The three feedback measures were evaluated by the participating students at the end of each semester, in the form of an online survey, which provided the opportunity to critically reflect on the experience. The results of the student experience are discussed in light of the growing use of online spaces for collaborative learning and peer feedback.
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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: Australia
Grant or Contract Numbers: N/A