ERIC Number: EJ721687
Record Type: Journal
Publication Date: 2006-Jun
Reference Count: 29
Do Unto Others or Not: Equity in Feedback for Undergraduates
Assessment & Evaluation in Higher Education, v31 n3 p365-377 Jun 2006
This article argues that the mechanisms and research culture that support university academics when writing articles for publication in an iterative feedback cycle, and which are within the tenets of good pedagogic principles of formative assessment and feedback (Sadler, 1989), are often missing to support undergraduate students in their learning. The reasons for this are mainly historical. Generally, this process is only available in universities at postgraduate level, as undergraduates tend not to be included in this type of learning culture. This is exacerbated because of the exclusion of undergraduates from assessment processes, which would help them to understand and assimilate the feedback on their work. Data collected from validated documentation of undergraduate programmes at a new English university were used to attempt to quantify possible feedback available to students and their access to assessment.
Descriptors: Undergraduate Students, Feedback, Formative Evaluation, Student Evaluation, College Faculty, Equal Education, Access to Education, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)