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 & FrancisJournal
Assessment & Evaluation in Higher EducationType
Journal articleLanguage
enISSN
026029381469297X
ae974a485f413a2113503eed53cd6c53
10.1080/02602930600896498