Student teacher assessment feedback preferences: The influence of cognitive styles and gender

Making Sense of Assessment Feedback in Higher Education

“…It demystifies the assessment process through use of exemplars, modeling aspects of good practice, clarifying assessment criteria, and giving clear signals about good practices. Boud and Associates, 2010;Carless et al, 2011;Evans and Waring, 2011a, 2011b, 2011cGibbs and Simpson, 2004;Gilbert et al, 2011;Handley and Williams, 2011;Nicol, 2008;Nicol and MacFarlaneDick, 2006;O'Donovan et al, 2004;Orsmond, Merry, and Reiling, 2005;Sadler, 1989 (continued)…”

“…Feedback is accessible to the learner, for example, provided in conjunction with the learner having sufficient knowledge of how to be able to use feedback effectively. Assessment Reform Group, 2002;Ball, 2010;Bloxham and West, 2004;Boud and Associates, 2010;Carless, Joughin, and Mok, 2006;Evans and Waring, 2011a, 2011b, 2011cGibbs and Simpson, 2004;Hattie and Timperley, 2007;Hendry, Bromberger, and Armstrong, 2011;O'Donovan et al, 2004. Perera, Mohamadou, andKaur, 2010;Quinton and Smallbone, 2010;Sadler, 1989;Shute, 2008;Walser, 2009;Weaver, 2006 (e) The technicalities of feedback are attended to in order to support learning Feedback is appropriate to the purpose of the assessment task and level of student understanding.…”

“…Assessment Reform Group, 2002;Evans and Waring, 2011a, 2011b, 2011cHiggins et al, 2001;Miller et al, 2010;Nicol, 2008 Feedback involves training in how to peer-and self-assess. Boud, 2000;Boud and Associates, 2010;Fisher, Cavanagh, and Bowles 2011;Higgins et al, 2002;Kim, 2009;Walser, 2009 Ongoing induction and training prepares students for assessment, especially in their first year of higher education.…”

“…Boud, 2000;Boud and Associates, 2010;Fisher, Cavanagh, and Bowles 2011;Higgins et al, 2002;Kim, 2009;Walser, 2009 Ongoing induction and training prepares students for assessment, especially in their first year of higher education. Evans and Waring, 2011b;Juwah et al, 2004;Nicol, 2008;Nicol and MacFarlane-Dick, 2006 Evans variety of ways and in differing contexts, which has an impact on the nature of effects (Hattie & Timperley, 2007;Wiliam, 2011). Bearing this in mind, Bennett (2011) urged caution in how we evaluate sources of evidence and in the attributions we make about them.…”

“…are very resistant to correction" (p. 494), even with further training and feedback. It is known that individual differences variables such as gender, culture, and income impact on student and lecturer access to feedback, perceptions of feedback, and performance (Crossouard & Pryor, 2009;Draper, 2009;Evans & Waring, 2011b;Maringe, 2010;Shute, 2008). The ways in which individuals process information, their cognitive and learning styles, are important given their potential impact on the ways in which individuals makes sense of information (Liu & Carless, 2006;Vickerman, 2009).…”