Feedback to Feed Forward: Student Response to Tutors' Written Comments on Assignments

Autor/inn/en	Murtagh, Lisa; Baker, Nadine
Titel	Feedback to Feed Forward: Student Response to Tutors' Written Comments on Assignments
Quelle	In: Practitioner Research in Higher Education, 3 (2009) 1, S.20-28 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Feedback (Response); Student Reaction; Student Evaluation; Action Research; Formative Evaluation; Student Attitudes; Intervention; Evaluation Utilization; Use Studies; Questionnaires; Academic Achievement; Student Improvement; Likert Scales; Educational Practices; College Students; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Schülerkritik; Schulnote; Studentische Bewertung; Projektforschung; Schülerverhalten; Benutzerschulung; Fragebogen; Schulleistung; Likert-Skala; Bildungspraxis; Collegestudent; Ausland; Großbritannien
Abstract	Much time is invested by markers in providing feedback to students that is personalised, aimed at providing them with information to feed forward into their next piece of work. Given the investment of time by tutors in the feedback process, we were necessarily concerned with how it is used by students and keen to explore and develop practice. This paper therefore draws on an action research project to explore students' perceptions of assessment feedback and the impact of an intervention to enhance its use. This paper presents an initial review of this work, highlighting the way that it has developed feedback processes and students' engagement in self-regulated learning. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01