Response of students to statement bank feedback
The impact of assessment literacy on performances in summative tasks
Datos Bibliográficos
| ID | 19378227 |
|---|---|
| Autores | Philip Denton (Liverpool John Moores University, autor de correspondencia), David Mcilroy (0000-0001-6502-2938, Liverpool John Moores University) |
| Año | 2018 |
| Volumen | 43 |
| Número | 2 |
| Páginas | 197-206 |
| Fecha de publicación | 2018-02-17 |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Assessment & Evaluation in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2017.1324017 |
| OpenAlex | W2612630633 |
| Idioma | EN |
| Citas recibidas | 11 |
| Referencias citadas | 25 |
Efficiency gains arising from the use of electronic marking tools that allow tutors to select comments from a statement bank are well documented, but how students use this type of feedback remains under explored. Natural science students (N = 161) were emailed feedback reports on a spreadsheet assessment that included an invitation to reply placed at different positions. Outcomes suggest that students either read feedback completely, or not at all. Although mean marks for repliers (M = 75.5%, N = 39) and non-repliers (M = 57.2%, N = 68) were significantly different (p < .01), these two groups possessed equivalent attendance records and similar submission rates and performances in a contemporaneous formatively assessed laboratory report. Notably, average marks for a follow-up summative laboratory report, using the same assessment criteria as the formative task, were 10% higher for students who replied to the original invite. It is concluded that the repliers represent a group of assessment literate students, and that statement bank feedback can foster learning: a simple ‘fire’ analogy for feedback is advanced that advocates high-quality information on progress (fuel) and a curricular atmosphere conducive to learning (oxygen). However, only if students are assessment literate (ignition) will feedback illuminate
Attendance · Formative assessment · Mathematics education · Medical education · Pedagogy · Political science · Summative assessment · Educational Strategies and Epistemologies · Evaluation of Teaching Practices · Medicine · Psychology · Student Assessment and Feedback
Exploring the dual perspectives of learners and markers on automated feedback systems in higher education
Developing effective assessment feedback
Voices from L2 learners across different languages
Comparing reusable, atomic feedback with classic feedback on a linear equations task using text mining and qualitative techniques
Understanding the interconnectedness of L2 learners’ writing assessment literacy and engagement
Investigating student preparedness for holistic competency assessment
The standards for academics’ standards-based assessment practices
Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback
Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback
Developing assessment literacy among trainee translators
‘I’m an assessment illiterate’
Getting the Message Across
Sustainable Assessment
The feedback triangle and the enhancement of dialogic feedback processes
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
Assessment literacy and student learning
Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance
‘Feed‐forward’
Fast and effective feedback
Rethinking feedback practices in higher education
Assessment literacy
Rethinking models of feedback for learning
Using statement banks to return online feedback
Assessment for Learning
Navigating change
The Power of Feedback
Formative assessment and self-regulated learning
| Citas por año | 1,57 |
|---|---|
| Intervalo de citas | 2019 - 2026 (8) |
| Altamente citado | No |