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Dawson, Phillip; Henderson, Michael; Mahoney, Paige; Phillips, Michael; Ryan, Tracii; Boud, David; Molloy, Elizabeth – Assessment & Evaluation in Higher Education, 2019
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this…
Descriptors: Feedback (Response), Student Attitudes, Teacher Attitudes, College Students
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Sridharan, Bhavani; Boud, David – Assessment & Evaluation in Higher Education, 2019
A crucial determinant of the success or failure of collaborative group work is the effect of peer feedback interventions on learning. Research exploring such effects on developing soft skills is sparse. This study seeks to address whether peer feedback leads to enhanced teamwork behaviour and self-assessment ability, two skills highly sought after…
Descriptors: Peer Evaluation, Feedback (Response), Teamwork, Self Evaluation (Individuals)
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Carless, David; Boud, David – Assessment & Evaluation in Higher Education, 2018
Student feedback literacy denotes the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies. In this conceptual paper, student responses to feedback are reviewed and a number of barriers to student uptake of feedback are discussed. Four inter-related features are proposed…
Descriptors: Feedback (Response), Information Literacy, Barriers, Peer Evaluation
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Ajjawi, Rola; Boud, David – Assessment & Evaluation in Higher Education, 2018
Research has conventionally viewed feedback from the point of view of the input, thus analysing only one side of the feedback relationship. More recently, there has been an increased interest in understanding feedback-as-talk. Feedback dialogue has been conceptualised as the dynamic interplay of three dimensions: the cognitive, the…
Descriptors: Feedback (Response), Dialogs (Language), Higher Education, Social Influences
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Broadbent, Jaclyn; Panadero, Ernesto; Boud, David – Assessment & Evaluation in Higher Education, 2018
Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how…
Descriptors: Summative Evaluation, Case Studies, Large Group Instruction, Formative Evaluation
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Ajjawi, Rola; Boud, David – Assessment & Evaluation in Higher Education, 2017
A variety of understandings of feedback exist in the literature, which can broadly be categorised as cognitivist information transmission and socio-constructivist. Understanding feedback as information transmission or "telling" has until recently been dominant. However, a socio-constructivist perspective of feedback posits that feedback…
Descriptors: Dialogs (Language), Feedback (Response), Constructivism (Learning), Interaction Process Analysis
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Joughin, Gordon; Dawson, Phillip; Boud, David – Assessment & Evaluation in Higher Education, 2017
Despite widespread recognition of the need to improve assessment in higher education, assessment tasks in individual courses are too often dominated by conventional methods. While changing assessment depends on many factors, improvements to assessment ultimately depend on the decisions and actions of individual educators. This paper considers…
Descriptors: Decision Making, Change, Evaluation, Heuristics
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Boud, David; Soler, Rebeca – Assessment & Evaluation in Higher Education, 2016
Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future…
Descriptors: Sustainability, Higher Education, Formative Evaluation, Summative Evaluation
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Deneen, Christopher; Boud, David – Assessment & Evaluation in Higher Education, 2014
Achieving change in assessment practices in higher education is difficult. One of the reasons for this is resistance among those responsible for teaching and assessing. This paper seeks to explore this resistance through an analysis of staff dialogue during a major attempt to change the assessment practices at one institution. An institution-wide…
Descriptors: Resistance to Change, Teacher Attitudes, Curriculum Evaluation, Curriculum Implementation
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Boud, David; Lawson, Romy; Thompson, Darrall G. – Assessment & Evaluation in Higher Education, 2013
One of the implicit aims of higher education is to enable students to become better judges of their own work. This paper examines whether students who voluntarily engage in self-assessment improve in their capacity to make those judgements. The study utilises data from a web-based marking system that provides students with the opportunity to…
Descriptors: Foreign Countries, Learner Engagement, Self Evaluation (Individuals), Evaluative Thinking
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Boud, David; Falchikov, Nancy – Assessment & Evaluation in Higher Education, 2006
Assessment in higher education is commonly held to contribute to feedback to students on their learning and the certification of their achievement. This paper argues that this short-term focus must be balanced against a longer-term emphasis for learning-oriented assessment to foster future learning after graduation. The paper proposes that…
Descriptors: College Students, Educational Change, Feedback, Lifelong Learning
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Boud, David; Cohen, Ruth; Sampson, Jane – Assessment & Evaluation in Higher Education, 1999
Examines assessment issues in connection with peer learning at the college level and suggests ways in which the benefits of this approach can be maintained while still meeting a course's formal assessment requirements. Discusses the use of group assessment, peer feedback, self-assessment, assessment of participation, and negotiated assessment. (DB)
Descriptors: Cooperative Learning, Evaluation Methods, Feedback, Higher Education
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Boud, David – Assessment and Evaluation in Higher Education, 1989
Use of student self-evaluation in grading is recommended, and several ways in which self-evaluation may be incorporated into the grading process are described, including grades justified and moderated by faculty and/or peers, criteria generated by peers, weighting, combining self-evaluation with demonstration of competence, and learning and grade…
Descriptors: College Students, Evaluation Methods, Grading, Higher Education