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ERIC Number: EJ763920
Record Type: Journal
Publication Date: 2007-Jun
Pages: 15
Abstractor: Author
Reference Count: 29
ISSN: ISSN-0260-2938
Reconfiguring and Realigning the Assessment Feedback Processes for an Undergraduate Criminology Degree
Case, Stephen
Assessment & Evaluation in Higher Education, v32 n3 p285-299 Jun 2007
A reconfigured and realigned system of assessment feedback was implemented with undergraduates taking criminology modules at Swansea University. The reformulated system integrated explicit engagement with assessment criteria in feedback given on an electronic template form with the use of a statement bank and the offer of follow-up, feedback consolidation meetings with the tutor. Student module evaluation feedback questionnaires demonstrated a positive qualitative impact upon students' ratings of their awareness and understanding of module learning outcomes, assessment criteria and required levels of learning; moving the focus of assessment feedback from teaching to (higher-order) learning. Substantive qualitative impact has also been evidenced by departmental adoption of the reconfigured assessment process as standard. Quantitative impact was evidenced in the form of improvements in assessment performance within-modules and within students from 2004-2005 to 2005-2006. The educational implications of the study findings are discussed. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Wales)