NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ803167
Record Type: Journal
Publication Date: 2008-Aug
Pages: 9
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0260-2938
Assessment for Learning: A Case Study Using Feedback Effectively in an Essay-Style Test
Ellery, Karen
Assessment & Evaluation in Higher Education, v33 n4 p421-429 Aug 2008
Strategic and well-planned use of feedback in the assessment process is key to promoting learning. This paper evaluates the role a two-stage test process played in guiding and assisting student learning in a second-year module at the University of KwaZulu-Natal, South Africa. Having been provided with verbal and written feedback without grades from the first test, students were given the opportunity to write a different, second test, and each was required to choose which one was graded. Students were generally very positive about the assessment process, most participated willingly and fully, many learned differently for the second test, and there was evidence of meta-cognitive awareness and understanding. Despite this, a number of students experienced difficulty and frustration in judging the quality of their work. The discussion focuses on process and learning issues, on the utility of feedback and on formative test assessment procedures. (Contains 1 table.)
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: South Africa