Iterated assessment and feedback improves student outcomes
Bibliographic Data
| ID | 4098084 |
|---|---|
| Authors | Lesley J Morrell (0000-0003-0256-7871, University of Hull, corresponding author) |
| Year | 2021 |
| Volume | 46 |
| Issue | 3 |
| Pages | 485-496 |
| Publication date | 2021-03-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2019.1643301 |
| OpenAlex | W2963201774 |
| Language | EN |
| Citations received | 2 |
| References cited | 39 |
Feedback is critically important to student learning, but the reduced frequency of assignments combined with isolated or stand-alone tasks reduces the opportunity for students to engage with feedback and use it effectively to enhance their learning. Here, I evaluate student attainment during a module consisting of eight iterated tasks where the task itself is the same but the academic content differs. At the end of the module, students then self-assess their eight submissions and select two for summative assessment. I demonstrate that achievement increases over the course of the module, and that choice is valuable in allowing students to achieve higher summative marks for the course than their formative marks would suggest. Students who performed more weakly at the start of the module saw the greatest benefits from practice and choice, suggesting that these students particularly can benefit from repeated cycles of feedback and increase their marks
Formative assessment · Higher education · Mathematics education · Peer feedback · Summative assessment · Computer Science · Engineering · Evaluation of Teaching Practices · Innovative Teaching Methods · Psychology · Student Assessment and Feedback
The R Book
Research and Teaching
Effects of Learning Skills Interventions on Student Learning
A socio‐cultural theorisation of formative assessment
Sustainable Assessment
Making Sense of Assessment Feedback in Higher Education
Assessment and Classroom Learning
Formative assessment and the design of instructional systems
Feedback
Assessment literacy and student learning
Self‐assessment and the disadvantaged student
The importance of self-assessment in students’ use of tutors’ feedback
Self‐assessment in higher education
Accuracy of students' self‐assessment and their beliefs about its utility
Beyond feedback
Biology students’ utilization of tutors’ formative feedback
Closing the feedback loop? Iterative feedback between tutor and student in coursework assessments
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work
Rethinking models of feedback for learning
Is the essay resubmission option a formative or a summative assessment and does it matter as long as the grades improve
The use of self-, peer and co-assessment in higher education
Do students value feedback? Student perceptions of tutors’ written responses
The Power of Feedback
Formative assessment and self-regulated learning
Differing perceptions in the feedback process
Teaching and research
Developing sustainable feedback practices
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |