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| Autor/inn/en | Barker, Martin; Pinard, Michelle |
|---|---|
| Titel | Closing the Feedback Loop? Iterative Feedback between Tutor and Student in Coursework Assessments |
| Quelle | In: Assessment & Evaluation in Higher Education, 39 (2014) 8, S.899-915 (17 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2013.875985 |
| Schlagwörter | Feedback (Response); Course Evaluation; Student Participation; Student Improvement; Models; Student Reaction; Learning Modules; Thematic Approach; Focus Groups; Student Evaluation of Teacher Performance; Evaluation Methods; Formative Evaluation; Summative Evaluation; Biological Sciences; Educational Practices; Teacher Student Relationship; Foreign Countries; College Students; United Kingdom (Scotland) |
| Abstract | We evaluate the case for using feedback iteratively, to improve student engagement and learning. In this model, students were invited to respond to tutor feedback with students' own responses. Among the three courses/modules (three tutors) studied, differences in feedback styles were evident from: (a) thematic analysis of tutor comments and, for one course, and (b) comments in a student focus group. Students were inconsistent in their evaluation of tutor feedback but, in a more detailed study of one of the courses, there was clear evidence for the benefits of iterative feedback. Lessons from the main study were then applied to a course that had not previously incorporated iterative feedback. Using this experience, we provide suggestions for applying iterative feedback in assessments. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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