Supporting assessment and feedback practice with technology: a view of the UK landscape

Ferrell, Gill; Sheppard, Marianne

doi:10.7250/eunis.2013.025

Cited by 6 publications

(11 citation statements)

References 2 publications

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“…Yet current practice commonly fails to fully support student learning through feedback (Ferrell 2013;Nicol 2010;Weaver 2006), with students frequently lacking a genuine understanding of written feedback (Beaumont, O'Doherty, and Shannon 2011;Rodway-Dyer, Knight, and Dunne 2011). Furthermore, current practice that divides students and teachers has left students and teachers alike dissatisfied (Bailey and Garner 2010;Yang and Carless 2012).…”

Section: Introductionmentioning

confidence: 92%

“…As identified by Burke (2009) and Cramp (2011), there is currently a gap in understanding the first-year experience of assessment feedback and more is needed to sensitise students to the benefits of engaging with feedback (Ferrell 2013). The usefulness of feedback depends on the student's response, which is influenced by student expectations and their resulting engagement ).…”

Section: Introductionmentioning

confidence: 96%

“…High-quality feedback is essential for learning (Black and Wiliam 1998;Boud and Associates 2010;Sadler 2010) and as such, conversations around various feedback approaches should be integrated into pedagogic practice (Ferrell 2013). Assessment feedback employed as a mechanism to drive students towards self-evaluation and self-regulation may help to ensure that it will realise its full potential and not simply be used to validate grades (Li and De Luca 2014).…”

Section: Introductionmentioning

confidence: 99%

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A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

Crimmins

Nash

Oprescu

et al. 2014

Assessment & Evaluation in Higher Education

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In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre-and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students' and teachers' perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students' and teachers' dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.

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Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

Crimmins

Nash

Oprescu

et al. 2014

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…This requires a combination of feedback and feed-forward to ensure effective developmental impact on learning (Nicol 2013(Nicol , 2014. Feedback focuses on a learner's current performance and may simply justify the grade awarded, whereas, feed-forward offers constructive guidance on how to do better in future work (Ferrell, 2013).…”

Section: Assessment and Feedbackmentioning

confidence: 99%

Where’s the Transformation? Unlocking the Potential of Technology-Enhanced Assessment

Sweeney¹,

West²,

Groessler³

et al. 2017

T&LI

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This study provides insight into technology-enhanced assessment (TEA) in diverse higher education contexts. The effectiveness of using technology for assessment in higher education is still equivocal, particularly in regard to evidence of improvements in student learning. This empirical research explores the affordances that technology offers to assessment for transforming student learning. A systematic literature review, guided by an analytic survey tool, was used to identify and interrogate recent scholarly articles published in 19 international journals. From a total of 1713 articles, 139 articles were identified as being focused on the use of technology for assessment. The analytic tool guided the rigorous exploration of the literature regarding the types of technology being used, the educational goal, the type of assessment, and the degree of "transformation" afforded by the technology. Results showed that, in the sample investigated, TEA is used most frequently for formative peer learning, as part of the task design and feedback stages of the assessment cycle, and that social media has been a major affordance for this. Results are discussed with a view to fostering a future culture of inquiry and scholarship around TEA in higher education.

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“…Technological interventions have frequently been used to attempt to address issues related to feedback and mitigate their effects (Hepplestone et al 2011;Ferrell and Sheppard 2013). For example, audio feedback has become increasingly common as a method to provide timely, yet rich, feedback (Lunt and Curran 2010), while standardised rubrics have been used to support students in identifying areas of weakness across modules (Glover 2012;Crotwell Timmerman et al 2011).…”

Section: Introductionmentioning

confidence: 99%

Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback

Glover

Parkin

Hepplestone

et al. 2015

Research in Learning Technology

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This paper explores the potential of technology to enhance the assessment and feedback process for both staff and students. The 'Making Connections' project aimed to better understand the connections that students make between the feedback that they receive and future assignments, and explored whether technology can help them in this activity. The project interviewed 10 tutors and 20 students, using a semi-structured approach. Data were analysed using a thematic approach, and the findings have identified a number of areas in which improvements could be made to the assessment and feedback process through the use of technology. The findings of the study cover each stage of the assessment process from the perspective of both staff and students. The findings are discussed in the context of current literature, and special attention is given to projects from the UK higher education sector intended to address the same issues.

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Supporting assessment and feedback practice with technology: a view of the UK landscape

Cited by 6 publications

References 2 publications

A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

Where’s the Transformation? Unlocking the Potential of Technology-Enhanced Assessment

Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback

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