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    Feed-forward: Improving students' use of tutors' comments.

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    Authors
    Duncan, Neil
    Issue Date
    2007
    
    Metadata
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    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
    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
    Journal article
    Language
    en
    ISSN
    02602938
    1469297X
    ae974a485f413a2113503eed53cd6c53
    10.1080/02602930600896498
    Scopus Count
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    Faculty of Education, Health and Wellbeing

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