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Feeding Back To Feed Forward: Formative Assessment As A Platform For Effective Learning, Lucy Wheatley, Alex Mcinch, Scott Fleming, Rhiannon Lord
Feeding Back To Feed Forward: Formative Assessment As A Platform For Effective Learning, Lucy Wheatley, Alex Mcinch, Scott Fleming, Rhiannon Lord
Kentucky Journal of Higher Education Policy and Practice
Abstract
Students construct meaning through relevant learning activities (Biggs, 2003) which are largely determined by the type, amount, and timing of feedback (Carless, 2006). The aim of the present study was to develop a greater awareness and understanding of formative assessment and feedback practices and their relationship with learning. During 2011 five focus group discussions were undertaken with students and academic staff involved with a range of modules and degree pathways at a UK University. Three of the focus groups were with undergraduate students (one at each level of study), and one was with taught postgraduate students. Discussions focussed …