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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): 437-445
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.
dc.language.isoen
dc.publisherRoutledge
dc.relation.urlhttp://www.routledge.com/
dc.subjectHigher education
dc.subjectUndergraduate students
dc.subjectStudent experience
dc.subjectFirst semester
dc.subjectSchool of Education
dc.subjectFeedback
dc.title'......do that and I'll raise your grade'. Innovative module design and recursive feedback
dc.typeJournal article
dc.identifier.journalTeaching in Higher Education
html.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.


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