Literaturnachweis - Detailanzeige
| Autor/inn/en | Todd, Valerie J.; McIlroy, David |
|---|---|
| Titel | Application of Formalised Developmental Feedback for Feed-Forward to Foster Student Ownership of the Learning Process |
| Quelle | In: Psychology Learning and Teaching, 13 (2014) 2, S.137-143 (7 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1475-7257 |
| DOI | 10.2304/plat.2014.13.2.127 |
| Schlagwörter | Feedback (Response); Learning Processes; Evaluation Methods; Undergraduate Students; Pretests Posttests; Learning Modules; Statistical Significance; Check Lists; Foreign Countries; Females; Psychology; Content Analysis; Course Content; Cohort Analysis; Statistical Analysis; Qualitative Research; United Kingdom (England) |
| Abstract | There has been considerable criticism of assessment methods because of inconsistencies across modules and a focus on the measurement of learning rather than assessment for learning. The aim of the current study was to formalise the process of assessment feedback to feed-forward, and assess the impact on student learning. A cohort of undergraduate students (N = 33) took part in a test-retest study on coursework assessment across 2 consecutive modules. They were assessed using generic academic criteria and instructed to use the grid from the previous feedback as a checklist to inform any amendments to their work. Findings demonstrated statistically significant improvements across 4 out of 5 domains of generic criteria, which improved the overall quality of the work. Active use of a consistent generic marking grid across modules enabled students to learn from feedback and apply that learning appropriately. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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