Abstract
Summary
At Edge Hill University we have been involved in a university wide review of
assessment procedures and a key focus of our exploration has been upon trainees’
use of assessment feedback. This work is also set in the context of recent National
Student Survey (2006/2007) which highlights students’ dissatisfaction with
assessment procedures.
Much time is invested by markers in providing feedback to students that is
personalised, aimed at providing them with information to feedforward into their next
piece of work. Given the investment of time by tutors in the feedback process, we
were necessarily concerned with how it is used by students and keen to explore and
develop our practice. This paper therefore draws on an action research project to
explore students’ perceptions of assessment feedback and the impact of an
intervention to enhance the use of feedback. Students received written feedback on
a ‘traditional’ assignment, accompanied by the introduction of one to one tutorials.
This paper presents an initial review of this work, highlighting the way that it has
developed the feedback processes and the students’ engagement in self-regulated
learning.
Keywords
Formative assessment; feedback, self-regulated learning; Initial Teacher Education
Original language | English |
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Publication status | Published - 2008 |
Event | Assessment in Higher Education Conference - University of Cumbria, United Kingdom Duration: 9 Jul 2008 → … |
Conference
Conference | Assessment in Higher Education Conference |
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Country/Territory | United Kingdom |
Period | 9/07/08 → … |