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ERIC Number: EJ876475
Record Type: Journal
Publication Date: 2007-Mar
Pages: 11
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0965-948X
Helping Students Understand Essay Marking Criteria and Feedback
Defeyter, Margaret Anne; McPartlin, Pamela Louise
Psychology Teaching Review, v13 n1 p23-33 Mar 2007
The aim of the study was to look at the effectiveness of combining a variety of teaching and learning methods in an attempt to facilitate students' understanding of assessment criteria. Fifty-three psychology students were asked to complete the mismatch exercise (Norton et al., 2002), and a booklet entitled "Your Assignment results and how to improve them" (Neville, 2005). In addition, students constructed an essay feedback sheet to be used as part of the formative assessment for a developmental psychology course. Results showed significant disagreement between students and lecturers on the mismatch exercise; and large variability in student marking of sample essays. Overall, students reported that they found the exercises stimulating and engaging. The findings of the present paper suggest that engaging students in the assessment process prior to the construction and submission of assignments may result in motivated, self-regulating students with a clear understanding of assessment criteria. (Contains 2 tables.)
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A