| 1 |
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
|
|
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Making and shaping the first Nishkam Nursery: a linguistic ethnographic study of a British Sikh project for childhood
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
The teaching of reading English in a foreign language in Libyan universities: methods and models
|
|
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Towards an understanding of Pakistani undergraduates’ current attitudes towards learning and speaking English
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Difficulties Encountered by Libyan University Students of English as a Foreign Language in the Use of Lexical Collocations
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Are Graded Lesson Observations the "Elephant" in Our Classrooms? An Exploration into the Views of In-Service Teacher Trainees on Lesson Observations
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
The Impact of Primary Teachers' Pedagogical Knowledge and Autonomy on the Teaching of Early Reading
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
On Demand: Exploring the Potential of Electronic Feedback on Assessment Performance
|
|
|
|
Abstract:
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme. The project posed the questions: • What are the effects of introducing online formative assessment and feedback on learning and assessment performance? • How effective is online formative feedback in enhancing student success? The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age” (2010) and the findings from the EBEAM Project (2012) (Ellis, 2012
|
|
Keyword:
L Education (General)
|
|
URL: http://eprints.hud.ac.uk/id/eprint/28347/
http://eprints.hud.ac.uk/id/eprint/28347/1/Article%20JH.pdf
|
|
BASE
|
|
Hide details
|
|
|
| 13 |
Evaluating the use of lecture capture using a revealed preference approach
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Singing from the same hymn sheet? What language assessment literacy means to teachers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
A corpus-based study of academic-collocation use and patterns in postgraduate Computer Science students’ writing
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
A computer-aided error analysis of Saudi students’ written English and an evaluation of the efficacy of using the data- driven learning approach to teach collocations and lexical phrases
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Correlations between learning styles and perceptions of Collaborative Learning in Higher Education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Creativity and Conflict: Student responses to WW1 then and now
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
