Do unto others or not
Equity in feedback for undergraduates
Bibliographic Data
| ID | 19379909 |
|---|---|
| Authors | Maddalena Taras (University of Sunderland, corresponding author) |
| Year | 2006 |
| Volume | 31 |
| Issue | 3 |
| Pages | 365-377 |
| Publication date | 2006-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602930500353038 |
| OpenAlex | W2120886178 |
| Language | EN |
| Citations received | 11 |
| References cited | 18 |
This article argues that the mechanisms and research culture that support university academics when writing articles for publication in an iterative feedback cycle, and which are within the tenets of good pedagogic principles of formative assessment and feedback (Sadler, 1989 Sadler, D. R. 1989. Formative assessment and the design of instructional systems. Instructional Science, 18: 145–165. [Crossref], [Web of Science ®] , [Google Scholar]), are often missing to support undergraduate students in their learning. The reasons for this are mainly historical. Generally, this process is only available in universities at postgraduate level, as undergraduates tend not to be included in this type of learning culture. This is exacerbated because of the exclusion of undergraduates from assessment processes, which would help them to understand and assimilate the feedback on their work. Data collected from validated documentation of undergraduate programmes at a new English university were used to attempt to quantify possible feedback available to students and their access to assessment
Documentation · Formative assessment · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Computer Science · Evaluation of Teaching Practices · Higher Education Learning Practices · Medicine · Psychology · Student Assessment and Feedback
Peer assessment in first year university
Learning‐oriented assessment
Facilitating productive use of feedback in higher education
Can student-generated test materials support learning
Assessment for learning
Assisting transition to university
To do or not to do with feedback. A study of undergraduate students’ engagement and use of feedback within a portfolio assessment design
Student perspectives on formative feedback as part of writing portfolios
Beyond feedback
A case study of assessment of graduate learning outcomes at the programme, course and task level
How does student peer review influence perceptions, engagement and academic outcomes? A case study
Assessment in higher education
Formative Assessment
On the definition of feedback
Formative assessment and the design of instructional systems
Assessment in Partnership with Learners
A Case for Self‐assessment Based on Recent Studies of Student Learning
Self‐assessment as a Generic Skill for Enterprising Students
Issues in Assessment, Enterprise and Higher Education
To Feedback or Not to Feedback in Student Self-assessment
The Use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks
Triadic Assessment
Using Assessment for Learning and Learning from Assessment
Meanings and Consequences
Research as a form of work
Teachers' assessment of students' research skills
Assessment and the promotion of academic values
| Citations per year | 0.5 |
|---|---|
| Citation span | 2004 - 2019 (16) |
| Highly cited | No |