Investigating the Relationship between Quality, Format and Delivery of Feedback for Written Assignments in Higher Education

Autor/inn/en	Sopina, Elizaveta; McNeill, Rob
Titel	Investigating the Relationship between Quality, Format and Delivery of Feedback for Written Assignments in Higher Education
Quelle	In: Assessment & Evaluation in Higher Education, 40 (2015) 5, S.666-680 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.945072
Schlagwörter	Higher Education; Feedback (Response); Delivery Systems; Computer Assisted Testing; Educational Quality; Undergraduate Students; Online Surveys; Layout (Publications); Intermode Differences; Grading; Participant Satisfaction; Assignments; Content Area Writing; Computer Mediated Communication; Questionnaires; Intervention; Student Surveys; Likert Scales; Multiple Regression Analysis; Qualitative Research; Statistical Analysis; Time Perspective; Foreign Countries; Educational Practices; Evaluation Methods; New Zealand + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Auslieferung; Quality of education; Bildungsqualität; Textgestaltung; Notengebung; Schulnote; Assignment; Auftrag; Zuweisung; Schriftliche Übung; Computerkonferenz; Fragebogen; Schülerbefragung; Likert-Skala; Qualitative Forschung; Statistische Analyse; Zeitbezug; Ausland; Bildungspraxis; Neuseeland
Abstract	Feedback can have a great impact on student learning. However, in order for it to be effective, feedback needs to be of high quality. Electronic marking has been one of the latest adaptations of technology in teaching and offers a new format of delivering feedback. There is little research investigating the impact the format of feedback has on quality of feedback and subsequently on student learning. This study sets out to investigate the impact paper-based and electronic methods of assignment submission and return have on students' and markers' perceived quality of feedback. Students and markers on an undergraduate course were asked to complete an anonymous online survey investigating their perceptions of quality, format and timeliness of feedback delivered electronically and on paper. The results showed that marking and providing feedback electronically was an acceptable method for markers, reporting improved speed and consistency of marking. There was no increase or decrease in satisfaction with the feedback received. Overall, electronic marking was found to be an acceptable method of delivery of feedback on written assignments by both students and markers. The findings of this study suggest that electronic marking can result in more timely feedback for students without impacting on quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01