Ole Eggers Bjælde, David Boud, Annika Büchert Lindberg
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Designing feedback activities to help low-performing students
Many students struggle with making sense of feedback information and in applying and transferring it to new contexts. Research literature suggests that low-performing students are especially at risk because they often do not understand assessment criteria and cannot utilise information they receive. This paper addresses this problem through investigating assessment processes which aim to support the influence of feedback on student improvement. It focusses on an empirical study of an undergraduate course at university level in which students resubmit assignments after having applied feedback information received on initial drafts. Such designs help educators to strengthen student improvement from feedback processes by engaging students directly with feedback comments and assessment criteria. Data from the designs enable comparison of improvements between low-performing versus high-performing students and shows that while all students improved, the gap between low-performers and their peers narrowed.
期刊介绍:
Active Learning in Higher Education is an international, refereed publication for all those who teach and support learning in higher education (HE) and those who undertake or use research into effective learning, teaching and assessment in universities and colleges. The journal is devoted to publishing accounts of research covering all aspects of learning and teaching concerning adults in higher education. Non-discipline specific and non-context/country specific in nature, it comprises accounts of research across all areas of the curriculum; accounts which are relevant to faculty and others involved in learning and teaching in all disciplines, in all countries.