2.50
Hdl Handle:
http://hdl.handle.net/2436/47532
Title:
Feed-forward: Improving students' use of tutors' comments.
Authors:
Duncan, Neil
Abstract:
A small-scale action research project was carried out on students' feedback histories on one undergraduate module. Old grades and comment sheets were collected and analysed by staff for recurring advice to individual students on the target module. This advice was then synthesized to create simple individual learning plans for the students' forthcoming assignments, in other words old feedback was applied to a new task. A number of additional teaching and learning interventions were provided for participants and the statistical outcomes showed a small gain in the grades achieved against those who did not participate. Interviews were held with participants that indicated a number of reasons why feedback was not optimized to assist further learning.
Citation:
Assessment & Evaluation in Higher Education, 32(3): 271-283.
Publisher:
London: Taylor & Francis
Journal:
Assessment & Evaluation in Higher Education
Issue Date:
2007
URI:
http://hdl.handle.net/2436/47532
DOI:
10.1080/02602930600896498
Additional Links:
http://www.informaworld.com/smpp/content~db=all?content=10.1080/02602930600896498
Type:
Article
Language:
en
ISSN:
02602938; 1469297X
Appears in Collections:
Learning and Teaching in Higher Education

Full metadata record

DC FieldValue Language
dc.contributor.authorDuncan, Neil-
dc.date.accessioned2009-01-15T15:25:40Z-
dc.date.available2009-01-15T15:25:40Z-
dc.date.issued2007-
dc.identifier.citationAssessment & Evaluation in Higher Education, 32(3): 271-283.en
dc.identifier.issn02602938-
dc.identifier.issn1469297X-
dc.identifier.doi10.1080/02602930600896498-
dc.identifier.urihttp://hdl.handle.net/2436/47532-
dc.description.abstractA small-scale action research project was carried out on students' feedback histories on one undergraduate module. Old grades and comment sheets were collected and analysed by staff for recurring advice to individual students on the target module. This advice was then synthesized to create simple individual learning plans for the students' forthcoming assignments, in other words old feedback was applied to a new task. A number of additional teaching and learning interventions were provided for participants and the statistical outcomes showed a small gain in the grades achieved against those who did not participate. Interviews were held with participants that indicated a number of reasons why feedback was not optimized to assist further learning.en
dc.language.isoenen
dc.publisherLondon: Taylor & Francisen
dc.relation.urlhttp://www.informaworld.com/smpp/content~db=all?content=10.1080/02602930600896498en
dc.subjectFeed-forwarden
dc.subjectFeedbacken
dc.subjectHigher educationen
dc.subjectLearningen
dc.subjectUndergraduate studentsen
dc.subjectStudentsen
dc.subjectEffectivenessen
dc.subjectEducationen
dc.subjectTeacher-pupil relationshipsen
dc.titleFeed-forward: Improving students' use of tutors' comments.en
dc.typeArticleen
dc.identifier.journalAssessment & Evaluation in Higher Educationen
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