BERRY O'DONOVAN
Biographic Data
| ID | 8902675 |
|---|---|
| NAME | BERRY O'DONOVAN |
| GIVEN NAMES | BERRY |
| FAMILY NAME | O'DONOVAN |
| SIGNATURE | DONOVAN B O |
| AFFILIATIONS | Oxford Brookes University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 0 |
Feedback
Constraints in resourcing and student dissatisfaction with assessment feedback mean that the effectiveness of our feedback practices has never been so important. Drawing on findings from a three‐year study focused on student engagement with feedback, this paper reveals the limited extent to which effectiveness can be accurately measured and challenges many of the assumptions and beliefs about effectiveness of feedback practices. Difficulties rela…
Know what I mean? Enhancing student understanding of assessment standards and criteria
In recent years there has been an increasing emphasis in higher education on the explicit articulation of assessment standards and requirements, whether this emanates from calls for public accountability or is based on ideas of good educational practice (CitationEcclestone, 2001). We argue in this article that a single‐minded focus on explicit articulation, whilst currently the dominant logic of higher education, will inevitably fall short of pro…
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
This paper reports the findings of a two-year research project focused on developing students' understanding of assessment criteria and the assessment process through a structured intervention involving both tacit and explicit knowledge transfer methods. The nature of the intervention is explained in detail, and the outcomes are analysed and discussed. The conclusions drawn from the evidence are that student learning can be improved significantly…
No prominent works on this page.
Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
This paper reports the findings of a two-year research project focused on developing students' understanding of assessment criteria and the assessment process through a structured intervention involving both tacit and explicit knowledge transfer methods. The nature of the intervention is explained in detail, and the outcomes are analysed and discussed. The conclusions drawn from the evidence are that student learning can be improved significantly…
Know what I mean? Enhancing student understanding of assessment standards and criteria
In recent years there has been an increasing emphasis in higher education on the explicit articulation of assessment standards and requirements, whether this emanates from calls for public accountability or is based on ideas of good educational practice (CitationEcclestone, 2001). We argue in this article that a single‐minded focus on explicit articulation, whilst currently the dominant logic of higher education, will inevitably fall short of pro…
Feedback
Constraints in resourcing and student dissatisfaction with assessment feedback mean that the effectiveness of our feedback practices has never been so important. Drawing on findings from a three‐year study focused on student engagement with feedback, this paper reveals the limited extent to which effectiveness can be accurately measured and challenges many of the assumptions and beliefs about effectiveness of feedback practices. Difficulties rela…
Mathematics education (3 works) · Psychology (3 works) · Student Assessment and Feedback (3 works) · Computer Science (2 works) · Medical education (2 works) · Medicine (2 works) · Pedagogy (2 works) · Political science (2 works) · Reflective Practices in Education (2 works) · Academic standards (1 work)