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Wolverhampton Intellectual Repository and E-Theses > Institute for Learning Enhancement (formerly CELT) > Institute for Learning Enhancement (ILE) > Improving the attention students pay to, and the extent to which they act upon feedback.

Please use this identifier to cite or link to this item: http://hdl.handle.net/2436/3764
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Title: Improving the attention students pay to, and the extent to which they act upon feedback.
Authors: Davies, Jenny
Wrighton, Naomi
Citation: CELT Learning and Teaching Projects 2003/04
Publisher: University of Wolverhampton
Issue Date: 2004
URI: http://hdl.handle.net/2436/3764
Additional Links: http://www.wlv.ac.uk/celt
Abstract: That learning is a cyclical process and that assessment drives learning are established facts. It is essential that an assessment regime considers not only what a student should know but also their approach to their learning. If students are required to evaluate, for instance, the ethical implications of IT, then it is not appropriate to use an assessment instrument that simply asks for regurgitation of information. In order to improve future performances, feedback on work presented by a knowledgeable other person, whether tutor, placement supervisor or peer, is essential.2 Staff perceive that feedback prompts student discussion of their work, enables understanding and improves learning. The aims of this project were to improve the efficacy of the feedback process and the quality of assessment feedback in the School of Computing and Information Technology (SCIT). This was through the implementation of a range of steps, based on those proposed by Gibbs during the University of Wolverhampton Campaign on Assessment 2002/03).
Type: Book chapter
Language: en
Description: Report of a CELT project on supporting students through innovation and research
Keywords: Assessment
Feedback
Undergraduate students
Higher education
Students
Computer-based assessment
ISBN: 0954211642
Appears in Collections: Institute for Learning Enhancement (ILE)

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