How formative feedback enhances the student learning experience


White, Su and Irons, Alastair (2010) How formative feedback enhances the student learning experience. In, 40th conference of the IEEE Frontiers in Education, Washington DC, 28 - 30 Oct 2010. IEEE.

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Description/Abstract

Faculty invest considerable effort to provide students with formative feedback. Educational research has endorsed the value of a clearly articulated approach when providing student feedback known as ‘assessment for learning’. In order to ascertain whether claims associated with ‘assessment for learning’ hold true in the engineering disciplines, a three-year study of the deployment of such approaches was undertaken. Preliminary research identified differences in perceptions between staff and students. They showed different understandings of what constitutes feedback, and different expectations of how feedback might be used

Item Type: Conference or Workshop Item (Paper)
Additional Information: Event Dates: 28-30 October 2010
Keywords: Assessment, Assessment for Learning, Feedback
Divisions: Faculty of Physical Sciences and Engineering > Electronics and Computer Science
ePrint ID: 271663
Date Deposited: 30 Oct 2010 04:52
Last Modified: 27 Mar 2014 20:17
Further Information:Google Scholar
ISI Citation Count:0
URI: http://eprints.soton.ac.uk/id/eprint/271663

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