Effectively Feeding Forward from One Written Assessment Task to the Next

Autor/in	Vardi, Iris
Titel	Effectively Feeding Forward from One Written Assessment Task to the Next
Quelle	In: Assessment & Evaluation in Higher Education, 38 (2013) 5, S.599-610 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2012.670197
Schlagwörter	Writing Assignments; Feedback (Response); Student Evaluation; Outcomes of Education; Grades (Scholastic); College Freshmen; Student Surveys; Standards; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Lernleistung; Schulerfolg; Notenspiegel; Studienanfänger; Schülerbefragung; Standard; Ausland; Australien
Abstract	Most studies into lecturers' written feedback focus on the types of feedback found to be effective when students have the opportunity to act on that feedback, revise their written assignment and improve the mark they receive. But often students do not have this opportunity. Typically, they receive a mark and feedback on an assignment that they will never be able to rework and resubmit. This can leave students unsure about what to do with the feedback they receive. This paper reports on the use of high impact written feedback from lecturers that significantly improved student outcomes and grades from one assessment task to the next. It examines a range of factors which together make feedback in this context effective including: assessment design, use of grading standards and tutor training. These findings from a very large unit have significant implications for teaching staff who want to use feedback to feed forward and make a real difference to their students' learning. (Contains 4 figures and 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10