Evaluating a Formative Feedback Intervention for International Students

Autor/inn/en	Burns, Caroline; Foo, Martin
Titel	Evaluating a Formative Feedback Intervention for International Students
Quelle	In: Practitioner Research in Higher Education, 6 (2012) 1, S.40-49 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Formative Evaluation; Feedback (Response); Intervention; Foreign Students; Business Schools; Student Satisfaction; Self Efficacy; Student Needs; Achievement Gains; Educational Practices; Teaching Methods; Business Administration Education; Foreign Countries; Questionnaires; Qualitative Research; Likert Scales; United Kingdom + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Achievement gain; Leistungssteigerung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Fragebogen; Qualitative Forschung; Likert-Skala; Großbritannien
Abstract	Assessment is too often concerned with measurement, rather than learning; however, there is a growing interest in research into formative assessment, which appears justified by studies into its effects on learning. Changes in higher education have led to increased numbers of students, many of whom are from non-traditional backgrounds. This has highlighted the need for transparency and student involvement in assessment. However, the corresponding pressures on staff and on resources mean that many desirable innovations are not easy to implement. The overall aim of this formative feedback intervention (FFI) was to provide timely and helpful feedback to international students who are final-year direct entrants in a large business school. Timeliness of feedback and the development of academic literacy were key concerns. The study concludes that although the FFI did not have a significant impact on module grades, the intervention was successful in getting students to engage in academic writing at an early stage. Most respondents perceived the feedback to be helpful and the feedback messages were clearly received and internalised. Whether appropriate actions were taken by the students to close the gap between their current and their target level requires further investigation. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01