Learner-Focused Evaluation Cycles: Facilitating Learning Using Feedforward, Concurrent and Feedback Evaluation

Autor/inn/en	Cathcart, Abby; Greer, Dominique; Neale, Larry
Titel	Learner-Focused Evaluation Cycles: Facilitating Learning Using Feedforward, Concurrent and Feedback Evaluation
Quelle	In: Assessment & Evaluation in Higher Education, 39 (2014) 7, S.790-802 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.870969
Schlagwörter	Feedback (Response); Student Evaluation; Evaluation Methods; Surveys; Models; Educational Quality; Curriculum Evaluation; Student Centered Curriculum; Teaching Methods; Learning Activities; Foreign Countries; Graduate Students; Workshops; Australia + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Survey; Umfrage; Befragung; Analogiemodell; Quality of education; Bildungsqualität; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lernwerkstatt; Schulung; Australien
Abstract	There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students' learning in a timely manner has become more pressing. Conventional evaluation surveys currently dominate the evaluation landscape internationally, despite recognition that they are insufficient to effectively evaluate curriculum and teaching quality. Surveys often: (1) fail to address the issues for which educators need feedback, (2) constrain student voice, (3) have low response rates and (4) occur too late to benefit current students. Consequently, this paper explores principles of effective feedback to propose a framework for learner-focused evaluation. We apply a three-stage control model, involving feedforward, concurrent and feedback evaluation, to investigate the intersection of assessment and evaluation in agile learning environments. We conclude that learner-focused evaluation cycles can be used to guide action so that evaluation is not undertaken simply for the benefit of future offerings, but rather to benefit current students by allowing "real-time" learning activities to be adapted in the moment. As a result, students become co-producers of learning and evaluation becomes a meaningful, responsive dialogue between students and their instructors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10