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Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool

Wakefield, Caroline, Adie, James, Pitt, Edd, Owens, Tessa (2014) Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool. Assessment and Evaluation in Higher Education, 39 (2). pp. 253-262. ISSN 0206-2938. (doi:10.1080/02602938.2013.822845) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Abstract

Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on assessment 1 and assessment 2 (examination) were taken as pre- and post-test scores. Results revealed increased assessment scores for the checklist group, compared to those who received conventional feedback. Focus group data indicated that students particularly liked elements of the checklist as a feedback method, but potential drawbacks were also highlighted. Implications and future use of the checklist is then discussed.

Item Type: Article
DOI/Identification number: 10.1080/02602938.2013.822845
Uncontrolled keywords: feedback, assessment, summative
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Edd Pitt
Date Deposited: 03 Sep 2013 13:13 UTC
Last Modified: 29 May 2019 11:00 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/35068 (The current URI for this page, for reference purposes)
Pitt, Edd: https://orcid.org/0000-0002-7475-0299
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