文章基本信息

标题：Assessment Feedback: We can do better
本地全文：下载
作者：Carol Evans
期刊名称：Reflecting Education
印刷版ISSN：1746-9082
电子版ISSN：1754-1204
出版年度：2012
卷号：8
期号：1
页码：1-9
语种：English
出版社：Institute of Education, University of London
摘要：Much has been written about the potential of assessment feedback to achieve significant gains in student attainment and learning (Black and Wiliam, 1998). Assessment feedback is taken here to include “information provided by any agent (e.g., teacher, peer, book, parent, self, experience) regarding aspects of one’s performance or understanding” (Hattie and Timperley, 2007: 81). However, within higher education in the last 30 years relatively little attention has been given to student and lecturer perceptions of the value and usefulness of feedback (Poulos and Mahoney, 2008; Scott et al., 2011; Weaver, 2006). Disparities in student and staff perceptions of feedback are well reported (Carless, 2006), with Burke (2009) arguing for more explicit attention to be paid to how students use the feedback they have been given. However, there is now a much stronger degree of consensus as to what constitutes effective feedback practice especially through the use of holistic feedback designs where assessment is considered as an integral aspect of teaching (Boud and Associates, 2010; Nicol, 2008; Scott et al., 2011). [Read PDF for full text]