NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ953306
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0307-5079
Reconceptualising Assessment Feedback: A Key to Improving Student Learning?
Beaumont, Chris; O'Doherty, Michelle; Shannon, Lee
Studies in Higher Education, v36 n6 p671-687 2011
This article reports the findings of research into the student experience of assessment in school/college and higher education, and the impact of transition upon student perceptions of feedback quality. It involved a qualitative study of 23 staff and 145 students in six schools/colleges and three English universities across three disciplines. Results show that students experience a radically different culture of feedback in schools/colleges and higher education, with the former providing extensive formative feedback and guidance, while the latter focuses upon independent learning judged summatively. Students perceived quality feedback as part of a dialogic guidance "process" rather than a summative "event". A model is proposed, the "Dialogic Feedback Cycle", to describe student experiences at school/college, and suggestions are made as to how it can be used as a tool to scaffold the development of independent learning throughout the first year of university study. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom