How formative feedback enhances the student learning experience
How formative feedback enhances the student learning experience
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
Assessment, Assessment for Learning, Feedback
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Irons, Alastair
88d60718-e8db-4a65-98d4-1af02a3e8db9
October 2010
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Irons, Alastair
88d60718-e8db-4a65-98d4-1af02a3e8db9
White, Su and Irons, Alastair
(2010)
How formative feedback enhances the student learning experience.
40th conference of the IEEE Frontiers in Education, Washington DC.
28 - 30 Oct 2010.
Record type:
Conference or Workshop Item
(Paper)
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
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1693WhiteAndIrons2010FIE.pdf
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WhiteandIrons2010Assessment.pdf
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Available under License Other.
More information
Published date: October 2010
Additional Information:
Event Dates: 28-30 October 2010
Venue - Dates:
40th conference of the IEEE Frontiers in Education, Washington DC, 2010-10-28 - 2010-10-30
Keywords:
Assessment, Assessment for Learning, Feedback
Organisations:
Electronics & Computer Science
Identifiers
Local EPrints ID: 271663
URI: http://eprints.soton.ac.uk/id/eprint/271663
PURE UUID: 7f1fd6f9-88a8-40f8-94f0-3ce7743351be
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Date deposited: 30 Oct 2010 04:52
Last modified: 15 Mar 2024 03:03
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Contributors
Author:
Su White
Author:
Alastair Irons
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