Can Assessment-Specific Marking Criteria and Electronic Comment Libraries Increase Student Engagement with Assessment and Feedback?

Autor/inn/en	Graham, Alison I.; Harner, Christie; Marsham, Sara
Titel	Can Assessment-Specific Marking Criteria and Electronic Comment Libraries Increase Student Engagement with Assessment and Feedback?
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 7, S.1071-1086 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Alison I.) ORCID (Harner, Christie) ORCID (Marsham, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.1986468
Schlagwörter	Student Evaluation; Evaluation Methods; Feedback (Response); Learner Engagement; College Students; Student Attitudes; Foreign Countries; Computer Software; Technology Uses in Education; Scoring Rubrics; Grading; Computer Mediated Communication; United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Collegestudent; Schülerverhalten; Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Scoring formulas; Auswertungsbogen; Notengebung; Computerkonferenz; Großbritannien
Abstract	Student frustration with the level and content of feedback is well-noted, especially in relation to new or unfamiliar assessment types. At the same time, students are often unlikely to engage with marking and feedback processes, including the use of rubrics or marking criteria before submission. The aim of this project was to build students' assessment and feedback literacy through engagement sessions both before and after submission in two departments at a UK university. Following discussions with students on their perceptions of feedback, assessment-specific marking criteria were developed. Students were provided with an opportunity to discuss these criteria and assess exemplars before submission and then, after return of marks, discussed the helpfulness of the feedback provided. Feedback Studio® was used to provide electronic feedback via comment libraries, general comments and qualitative rubrics. Both staff and students found that the combination of engagement sessions and online feedback was a positive improvement, although questions were raised about the timing and frequency of engagement sessions and students' ability to apply marking criteria to their own work. The conclusions summarise recommendations for the use of timetabled engagement sessions to support students in the use of assessment-specific marking criteria. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01