Response of students to statement bank feedback: the impact of assessment literacy on performances in summative tasks

Denton, Philip; McIlroy, David

doi:10.1080/02602938.2017.1324017

Cited by 15 publications

(5 citation statements)

References 27 publications

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“…Thanks to previous studies, persuasive evidence has emerged, underscoring the influence of assessment on students' learning objectives and academic achievements (e.g., Davari Torshizi & Bahraman, 2019; Denton & McIlroy, 2017). However, there are limited number of research studies in which student assessment literacy (SAL) has been explicitly used (Hannigan et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

An In-Depth Examination of Writing Assessment Literacy Among University Preparatory Students in Turkish Higher Education

Özçubuk,

Merç

2024

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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As a nascent research domain, there is a scarcity of research studies that examine the levels of assessment literacy, perceptions, beliefs, and practices among students concerning their Student Writing Assessment Literacy (SWAL). To address this research gap, the present study adopts a mixed-methods design, incorporating the Scale of SWAL (Xu et al., 2023) alongside semi-structured interviews. 134 students answered the scale, while an additional twelve students volunteered to participate in the interviews. Student responses from the scale were subjected to analysis through descriptive statistics, revealing a notable correlation between students’ comprehension of assessment objectives and the manifestation of positive attitudes towards learning. Nevertheless, a misalignment was noticed between their theoretical understanding and beliefs and their pragmatic implementation regarding written assignments. Interview data underwent analysis through thematic analysis, elucidating four main themes: (1) feedback valuation, (2) scoring criteria awareness, (3) feedback delivery preferences, and (4) alternative assessment avoidance. Implications emphasise the importance of involving students in the assessment process and advocate for teacher training initiatives to enhance SWAL. Future research could broaden their scope to reach diverse academic levels and integrate grades as a variable. Overall, the present study provides valuable insights into SWAL, shedding light on assessment practices at the tertiary level.

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Section: Literature Reviewmentioning

confidence: 99%

An In-Depth Examination of Writing Assessment Literacy Among University Preparatory Students in Turkish Higher Education

Özçubuk,

Merç

2024

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…Markers also noted benefits compared to assessing on paper, including ease of recording of submissions and return of feedback, reduction in scanning marked work for retention, and the ease of checking for similarity (Milne, Heinrich, and Morrison 2008). Markers stated that utilising the library banks of comments allowed them to provide more detailed comments in a more time efficient way (Baillie- de Byl 2004;Denton and McIlroy 2018). They valued that this allowed them to avoid repetition, reflect on the feedback provided, and edit comments after inserting them (Stephens, Sargent, and Brew 2001), thus improving the quality of their feedback (Campbell 2005).…”

Section: Benefits To Markers Of Online Feedback and Marking Toolsmentioning

confidence: 99%

Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback?

Graham

Harner

Marsham

2021

Assessment & Evaluation in Higher Education

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Student frustration with the level and content of feedback is well-noted, especially in relation to new or unfamiliar assessment types. At the same time, students are often unlikely to engage with marking and feedback processes, including the use of rubrics or marking criteria before submission. The aim of this project was to build students' assessment and feedback literacy through engagement sessions both before and after submission in two departments at a UK university. Following discussions with students on their perceptions of feedback, assessment-specific marking criteria were developed. Students were provided with an opportunity to discuss these criteria and assess exemplars before submission and then, after return of marks, discussed the helpfulness of the feedback provided. Feedback Studio® was used to provide electronic feedback via comment libraries, general comments and qualitative rubrics. Both staff and students found that the combination of engagement sessions and online feedback was a positive improvement, although questions were raised about the timing and frequency of engagement sessions and students' ability to apply marking criteria to their own work. The conclusions summarise recommendations for the use of timetabled engagement sessions to support students in the use of assessment-specific marking criteria.

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“…This notion of 'assessment literacy' has been receiving attention within recent literature (Price, Rust, O'Donovan & Handley 2012;O'Donovan, Rust and Price 2016;Carless 2016;Ajjawi & Boud 2017;Denton & McIlroy 2017) and refers to students' ability to interpret assessment and feedback within the context of its purpose, assessment criteria and grading (Price, Handley and Millar 2013). This idea of 'assessment literacy' has been further developed with Carless and Boud (2018) suggesting the term student feedback literacy advocating for an increased focus on this skill which needs to be taken into account within both teaching and course design.…”

Section: Assessment Literacymentioning

confidence: 99%

“…The first is to reinterpret indicator (ii) of the Key 5 indicators of academic buoyancy (understanding the grade) as 'assessment literacy' (Price et al 2013;O'Donovan, Rust and Price 2016;Carless 2016;Ajjawi & Boud 2017;Denton & McIlroy 2017). Reflecting further on the data from phase 1 in the light of literature, we feel that it is more apt to term this indicator assessment literacy.…”

Section: A Revised Model Of Academic Buoyancymentioning

confidence: 99%

Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback

Middleton

Shafi

Millican

et al. 2020

Teaching in Higher Education

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Response of students to statement bank feedback: the impact of assessment literacy on performances in summative tasks

Abstract: The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Cited by 15 publications

References 27 publications

An In-Depth Examination of Writing Assessment Literacy Among University Preparatory Students in Turkish Higher Education

An In-Depth Examination of Writing Assessment Literacy Among University Preparatory Students in Turkish Higher Education

Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback?

Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback

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