2.50
Hdl Handle:
http://hdl.handle.net/2436/25900
Title:
'......do that and I'll raise your grade'. Innovative module design and recursive feedback
Authors:
Prowse, Steve; Duncan, Neil; Hughes, Julie; Burke, Deirdre
Abstract:
In an attempt to ensure students had a positive experience in their first semester, and to encourage future effective use of tutors' feedback comments, a post-1992 university used a module in the school of education to develop an innovative feedback process. The process involved four stages: a first submission of written work, written feedback on that work, viva on student understanding of feedback, and final submission of written work. Between the viva and final submission, students could choose to improve their work for a specified number of grade points. The innovation was met favourably by students, and overall grades were improved against the previous iteration of the module. The project showed promise for adaptation in other forms for use across the University, though some ideological issues around assessment remain unresolved. The matter of the innovation and institutional quality standards is discussed in detail.
Citation:
Teaching in Higher Education, 12(4): 437-445
Publisher:
Routledge
Journal:
Teaching in Higher Education
Issue Date:
2007
URI:
http://hdl.handle.net/2436/25900
DOI:
10.1080/13562510701415359
Additional Links:
http://www.routledge.com/
Type:
Article
Language:
en
ISSN:
13562517; 14701294
Appears in Collections:
Learning and Teaching in Higher Education

Full metadata record

DC FieldValue Language
dc.contributor.authorProwse, Steve-
dc.contributor.authorDuncan, Neil-
dc.contributor.authorHughes, Julie-
dc.contributor.authorBurke, Deirdre-
dc.date.accessioned2008-05-14T09:26:47Z-
dc.date.available2008-05-14T09:26:47Z-
dc.date.issued2007-
dc.identifier.citationTeaching in Higher Education, 12(4): 437-445en
dc.identifier.issn13562517-
dc.identifier.issn14701294-
dc.identifier.doi10.1080/13562510701415359-
dc.identifier.urihttp://hdl.handle.net/2436/25900-
dc.description.abstractIn an attempt to ensure students had a positive experience in their first semester, and to encourage future effective use of tutors' feedback comments, a post-1992 university used a module in the school of education to develop an innovative feedback process. The process involved four stages: a first submission of written work, written feedback on that work, viva on student understanding of feedback, and final submission of written work. Between the viva and final submission, students could choose to improve their work for a specified number of grade points. The innovation was met favourably by students, and overall grades were improved against the previous iteration of the module. The project showed promise for adaptation in other forms for use across the University, though some ideological issues around assessment remain unresolved. The matter of the innovation and institutional quality standards is discussed in detail.en
dc.language.isoenen
dc.publisherRoutledgeen
dc.relation.urlhttp://www.routledge.com/en
dc.subjectStudent experienceen
dc.subjectFirst semesteren
dc.subjectSchool of Educationen
dc.subjectFeedbacken
dc.subjectHigher education-
dc.subjectUndergraduate students-
dc.title'......do that and I'll raise your grade'. Innovative module design and recursive feedbacken
dc.typeArticleen
dc.identifier.journalTeaching in Higher Educationen
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