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ERIC Number: EJ835801
Record Type: Journal
Publication Date: 2008-Jun
Pages: 3
Abstractor: ERIC
ISSN: ISSN-1479-7860
Summative Assessment with Formative Feedback: An Intervention in a Small Bioscience Cohort
Parry, Damian; Larsen, Carl; Walsh, Cathy
Bioscience Education e-Journal, v11 Article c2 Jun 2008
One of the guiding principles in curriculum design is the need to achieve constructive alignment between intended learning outcomes, learning activities, and assessment. Indeed studies carried out in the 1970s reported on the "hidden curriculum"; it was not in fact teaching but assessment that played the largest part in guiding students' learning. In this article, the authors describe the pilot study they conducted in response to the need to open dialogue around student assessment. The pilot study was carried out in a small bioscience module (14 students were registered on the module but due to medical deferrals only 10 completed all 3 practicals within the normal timeframe) in which the participants' attention was focused on constructive feedback. Students carried out a range of assessments in the module; these assessments included three practical write-ups at the beginning of the module; no other assessments were running in parallel. Each practical report linked to a two-week block of activity, each on a different element of biology but of comparable complexity in terms of the material and skills base. Temporal submission of reports was designed to ensure that feedback and directed feed-forward were linked into the next submission. The findings, although relating to a small cohort and therefore somewhat tenuous until supported by a larger scale study, provide the authors with evidence that this practice can be used to significantly improve achievement both in first and second order skills. (Contains 1 figure.)
Centre for Bioscience, The Higher Education Academy. Room 9.15, Worsley Building, University of Leeds, Leeds LS2 9JT United Kingdom. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A