Literaturnachweis - Detailanzeige
| Autor/inn/en | Perera, Luckmika; Nguyen, Hoa; Watty, Kim |
|---|---|
| Titel | Formative Feedback through Summative Tutorial-Based Assessments: The Relationship to Student Performance |
| Quelle | In: Accounting Education, 23 (2014) 5, S.424-442 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0963-9284 |
| DOI | 10.1080/09639284.2014.947093 |
| Schlagwörter | Formative Evaluation; Feedback (Response); Summative Evaluation; Tutorial Programs; Assignments; Accounting; Business Administration Education; Undergraduate Students; Academic Achievement; Achievement Gains; Regression (Statistics); Predictor Variables; Robustness (Statistics); Instructional Effectiveness; Foreign Countries; Australia |
| Abstract | This paper investigates the effectiveness (measured using assignment and examination performance) of an assessment design incorporating formative feedback through summative tutorial-based assessments to improve student performance, in a second-year Finance course at an Australian university. Data was collected for students who were enrolled in an undergraduate Finance course and analyzed to ascertain performance improvements. The results indicate that there is a relationship between formative feedback through the use of summative tutorial-based assessments and student performance. Our empirical evidence enriches the extant literature surrounding the effectiveness of formative feedback through summative tutorial-based assessments and fosters an interest in assessment designs that provide formative feedback. (As Provided). |
| Anmerkungen | Routledge. Available from: 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 | 2020/1/01 |
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