Facilitating learning from formative feedback in level 3 assessment

Cooper, Neil (2000) Facilitating learning from formative feedback in level 3 assessment. Assessment and Evaluation in Higher Education, 25 (3). pp. 279-291. ISSN 0260-2938

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Abstract

This paper presents the development, through action research, of formative elements in assessment in a level 3 compulsory module of the BSc Health Studies and BSc Nursing programmes at the University of Sunderland. The paper reviews three cycles of planning, implementing and evaluating change in assessment strategy and is written in the first person to emphasise the connections between the writer and the material. From a consideration of the format and characteristics of the assessment within the module, the action research is reported through the implementation of actions taken to facilitate more effective use of formative feedback. The evaluation of these actions through my own reflections, student performance, dialogue with team colleagues and student feedback through the production of short narrative accounts of their learning experience is outlined. The paper demonstrates that through explicitly using the learning potential within assessment, learning can be facilitated through challenging students to move from 'doing' assignments, to reflexive thinking about their writing.

Item Type:	Article
Faculty \ School:	Faculty of Social Sciences > School of Psychology
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Social Cognition Research Group Faculty of Social Sciences > Research Centres > Centre for Research on Children and Families
Depositing User:	LivePure Connector
Date Deposited:	06 Nov 2020 00:52
Last Modified:	19 Oct 2023 01:12
URI:	https://ueaeprints.uea.ac.uk/id/eprint/77553
DOI:	10.1080/713611435

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