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How formative feedback enhances the student learning experience

Record type: Conference or Workshop Item (Paper)

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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Citation

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

More information

Published date: October 2010
Additional Information: Event Dates: 28-30 October 2010
Venue - Dates: 40th conference of the IEEE Frontiers in Education, 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
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275

Catalogue record

Date deposited: 30 Oct 2010 04:52
Last modified: 18 Jul 2017 06:40

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Contributors

Author: Su White ORCID iD
Author: Alastair Irons

University divisions


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