转型评估反馈设计:学生对自适应释放评估反馈策略的反应

Q4 Social Sciences

Journal of Assessment and Institutional Effectiveness Pub Date : 2018-12-07 DOI:10.5325/JASSEINSTEFFE.7.1-2.0041

M. Northcote, Lindsay Morton, Anthony Williams, Peter Kilgour, S. Hattingh

{"title":"转型评估反馈设计:学生对自适应释放评估反馈策略的反应","authors":"M. Northcote, Lindsay Morton, Anthony Williams, Peter Kilgour, S. Hattingh","doi":"10.5325/JASSEINSTEFFE.7.1-2.0041","DOIUrl":null,"url":null,"abstract":"Abstract:The concept of Adaptively-Released Assessment Feedback (ARAF) is relatively new and, to date, has had limited application in the university sector. This article looks at the applications of ARAF into the assessment of courses in three different contexts across multiple disciplines at both undergraduate and postgraduate course levels. The article outlines the ARAF strategies and their potential for promoting a deeper learning process by enhancing student engagement with feedback. Qualitative data from students are utilized to understand student perceptions of ARAF strategies. Students reported that ARAF increased engagement with assessment feedback and, in some cases, provoked deeper reflection and encouraged them to plan their approach to future assessment tasks. Keywords: quantitative feedback, qualitative feedback, adaptively-released assessment feedback (ARAF) strategies, assessment design","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"3 1","pages":"41 - 68"},"PeriodicalIF":0.0000,"publicationDate":"2018-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Transforming Assessment Feedback Design: Students' Responses to Adaptively-Released Assessment Feedback (ARAF) Strategies\",\"authors\":\"M. Northcote, Lindsay Morton, Anthony Williams, Peter Kilgour, S. Hattingh\",\"doi\":\"10.5325/JASSEINSTEFFE.7.1-2.0041\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract:The concept of Adaptively-Released Assessment Feedback (ARAF) is relatively new and, to date, has had limited application in the university sector. This article looks at the applications of ARAF into the assessment of courses in three different contexts across multiple disciplines at both undergraduate and postgraduate course levels. The article outlines the ARAF strategies and their potential for promoting a deeper learning process by enhancing student engagement with feedback. Qualitative data from students are utilized to understand student perceptions of ARAF strategies. Students reported that ARAF increased engagement with assessment feedback and, in some cases, provoked deeper reflection and encouraged them to plan their approach to future assessment tasks. Keywords: quantitative feedback, qualitative feedback, adaptively-released assessment feedback (ARAF) strategies, assessment design\",\"PeriodicalId\":56185,\"journal\":{\"name\":\"Journal of Assessment and Institutional Effectiveness\",\"volume\":\"3 1\",\"pages\":\"41 - 68\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-12-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Assessment and Institutional Effectiveness\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.5325/JASSEINSTEFFE.7.1-2.0041\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Assessment and Institutional Effectiveness","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5325/JASSEINSTEFFE.7.1-2.0041","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 1

摘要

摘要:自适应发布评估反馈(ARAF)是一个相对较新的概念，迄今为止在大学领域的应用有限。本文着眼于ARAF在本科和研究生课程水平的三种不同背景下跨多个学科的课程评估中的应用。本文概述了ARAF策略及其通过增强学生参与反馈来促进更深层次学习过程的潜力。利用学生的定性数据来了解学生对ARAF策略的看法。学生们报告说，ARAF增加了对评估反馈的参与，在某些情况下，激发了更深层次的反思，并鼓励他们计划未来评估任务的方法。关键词:定量反馈，定性反馈，自适应释放评估反馈策略，评估设计

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Transforming Assessment Feedback Design: Students' Responses to Adaptively-Released Assessment Feedback (ARAF) Strategies

Abstract:The concept of Adaptively-Released Assessment Feedback (ARAF) is relatively new and, to date, has had limited application in the university sector. This article looks at the applications of ARAF into the assessment of courses in three different contexts across multiple disciplines at both undergraduate and postgraduate course levels. The article outlines the ARAF strategies and their potential for promoting a deeper learning process by enhancing student engagement with feedback. Qualitative data from students are utilized to understand student perceptions of ARAF strategies. Students reported that ARAF increased engagement with assessment feedback and, in some cases, provoked deeper reflection and encouraged them to plan their approach to future assessment tasks. Keywords: quantitative feedback, qualitative feedback, adaptively-released assessment feedback (ARAF) strategies, assessment design

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Assessment and Institutional Effectiveness Social Sciences-Education

CiteScore

0.30

自引率

0.00%

发文量

期刊介绍： The Journal of Assessment and Institutional Effectiveness publishes scholarly work on the assessment of student learning at the course, program, institutional, and multi-institutional levels as well as more broadly focused scholarship on institutional effectiveness in relation to mission and emerging directions in higher education assessment. JAIE is the official publication of the New England Educational Assessment Network, established in 1995 and recognized as one of the leaders in supporting best practices and resources in educational assessment.