Teachers' feedback literacy is a focus of increasing attention in higher education. It may be framed through intentional design decisions, inter-relational aspects of engagement and pragmatic considerations of enacted curricula. Thus, teachers' feedback literacy is connected to both the enacted curriculum and students' relationship to feedback.…

In contemporary feedback research, effective feedback does not depend on merely the characteristics of feedback but also on learners' ability to understand, manage and use the information. Known as feedback literacy, it refers to learners' social cognitive capacity, affective capacity and disposition prior to substantial engagement with feedback.…

Interactive oral assessments demonstrate potential to develop graduate attributes such as critical thinking, professional communication and collaborative skills in students through authentic simulation of workplace scenarios. This study captured the design, delivery and evaluation of interactive oral assessments across three programmes --…

In this study, a micro-level approach was used to investigate how college students in an academic writing course interact with peer and instructor feedback at "different stages" of the writing process. Participants were 146 first-year students at a Singaporean university. A survey and focus group interviews concerning students'…

Recent growth in research on feedback has focussed on the importance of developing student feedback literacy. That is, the capabilities students need to make good use of feedback processes. To date there have been few investigations of how ideas about student feedback literacy can be translated into course design. This paper therefore examines…

This paper reports on an interdisciplinary pedagogical research project involving academic literacy experts and lecturers at a School of Nursing. Specifically, the paper focusses on the development of a data-driven analytical rubric to teach and assess critical reflections in year-one nursing. The purpose of the project was to support the teaching…

Self- and peer-feedback are commonly used in higher education, and in most cases, it is assumed that students will engage with the feedback. There is, however, limited systematic exploration of how students use the feedback. This study proposes a structured reflective journal for students to engage with both self- and peer-feedback in the context…

The relationship between assessment and learning in higher education often comes down to a single thing: a grade. Despite widespread criticism of grades as inexact tools, whose overemphasis undermines student learning and negatively affects student well-being, they continue to be the norm in the assessment of student learning. This paper analyses…

Using data from the international Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M), the measurement equivalence of teachers' beliefs across countries is investigated for the case of "mathematics-as-a fixed-ability". Measurement equivalence is a crucial topic in all international large-scale assessments and…

Group work can form a substantial component of degree programme assessments. To satisfy institutional and student expectations, students must often be assigned individual marks for their contributions to the group project, typically by mapping a single holistic group mark to individual marks using peer assessment scores. Since the early 1990s,…

The purpose of the two studies presented here was to evaluate the accuracy of students' self-assessment ability, to examine whether this ability improves over time and to investigate whether self-assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self-assessments of 3588…

A program providing second-year civil engineering students in Singapore with experience in constructing full-size structures assigns students to companies involved in the construction process for role-playing in each of the major functions. (MSE)