Assisting transition to university
Using assessment as a formative learning tool
Bibliographic Data
| ID | 19379982 |
|---|---|
| Authors | Ron Fisher (0000-0003-3693-2048, Griffith University, corresponding author), Jillian Cavanagh (0000-0003-4980-9196, Griffith University), Angela Bowles (Griffith University) |
| Year | 2011 |
| Volume | 36 |
| Issue | 2 |
| Pages | 225-237 |
| Publication date | 2011-03-01 |
| 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 | 10.1080/02602930903308241 |
| OpenAlex | W1988874037 |
| Language | EN |
| Citations received | 12 |
| References cited | 17 |
This study explores the effectiveness of an intervention involving formative assessment in a first‐year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and ethical issues raised by the intervention. A multi‐method approach of qualitative and quantitative data collection and analysis is used. The research finds that the intervention facilitates significantly higher marks in assessments and grades, while assisting student learning overall. Findings are reinforced by comparison with a subject where the intervention was not offered
Evaluation methods · Formative assessment · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Qualitative research · Sociology · Computer Science · Engineering · Higher Education Learning Practices · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Making Sense of Assessment Feedback in Higher Education
Leaving a Legacy’
A review of the characteristics of intermediate assessment and their relationship with student grades
Facilitating the transition to postgraduate attainment
The role of feedback in cross-cultural learning
Observations of student accuracy in criteria-based self-assessment
From feedback-as-information to feedback-as-process
A scholarly approach to solving the feedback dilemma in practice
Improving students’ learning—the role of formative feedback
Quantifying participation in, and the effectiveness of, remediating assessment in a university mathematics module
Feedback that works
Determining if active learning through a formative assessment process translates to better performance in summative assessment
Basics of qualitative research
Emotional, Social, and Academic Adjustment of College Students
Dropout from Higher Education
Formative assessment and the design of instructional systems
Revisiting the impact of formative assessment opportunities on student learning
Do unto others or not
Using Assessment for Learning and Learning from Assessment
First-Year Students’ Adjustment to University Life as a Function of Relationships with Parents
Transitions from Adolescence
Family Relationships, Academic Environments, and Psychosocial Development during the University Experience
A power primer
Higher Education Students' Attitudes to Student-centred Learning
| Citations per year | 0.92 |
|---|---|
| Citation span | 2013 - 2024 (12) |
| Highly cited | No |