(2011). A role for technology in enhancing students' engagement with feedback. Assessment and Evaluation in Higher Education, 37 (8), 963-973. electronic feedback with grades withheld, online grade publication, criteria-based feedback and more traditional feedback methods. Through a series of semi-structured interviews student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students' engagement with their feedback. Copyright and re-use policyData were analysed using a thematic approach and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature.
This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks. The authors hypothesise that technology has the potential to enhance student engagement with feedback. During the literature review, a particular emphasis was placed on investigating how students might better use feedback when it is published online. This includes where an adaptive release technique is applied requiring students to submit an action plan based on their feedback to activate the release of their grade, and electronic generation of feedback using statement banks. Key journals were identified and a snowball technique was used to select relevant literature. The use of technology to support and enhance student learning and assessment is well documented in the literature, and effective feedback practices are similarly well published. However, in terms of the use of technology to support and enhance feedback processes and practices (i.e. production, publication, delivery and students making use of feedback through technology), we found the literature to be limited.
This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks. The authors hypothesise that technology has the potential to enhance student engagement with feedback. During the literature review, a particular emphasis was placed on investigating how students might better use feedback when it is published online. This includes where an adaptive release technique is applied requiring students to submit an action plan based on their feedback to activate the release of their grade, and electronic generation of feedback using statement banks. Key journals were identified and a snowball technique was used to select relevant literature. The use of technology to support and enhance student learning and assessment is well documented in the literature, and effective feedback practices are similarly well published. However, in terms of the use of technology to support and enhance feedback processes and practices (i.e. production, publication, delivery and students making use of feedback through technology), we found the literature to be limited
This paper explores a “pedagogy first” approach to technology enhanced learning developed by Sheffield Hallam University (SHU) as a method to encourage use of, and experimentation with, technology within teaching practice and to promote the mainstreaming of innovative practice. Through a consultative approach where all staff members were invited to contribute, SHU has created a Teaching Approaches Menu that reflects practice at the institution and can be used to explore teaching practice and appropriate supporting technology either by individuals or as part of a facilitated discussion. Background to the project is provided, along with the design philosophy and approach, including a brief review of other frameworks. The Teaching Approaches Menu is introduced, its development outlined, and some initial feedback is presented.
There have been calls in the literature for changes to assessment practices in higher education, to increase flexibility and give learners more control over the assessment process (Boud and Falchikov 2006;Nicol and MacFarlane-Dick 2006;Taras 2002). This article explores the possibilities of allowing student choice in the format used to present their work, as a starting point for changing assessment, based on recent studies and current examples of flexible assessment practice in Higher Education. The benefits of this flexible assessment format approach are highlighted, along with a discussion of classic assessment considerations such as validity, reliability and marking concerns. The role of technology in facilitating assessment method choice is considered, in terms of new opportunities for providing student choice in the way they evidence their learning and present their work. Considerations for implementing flexible assessment choices into the curriculum are presented, along with a call that further research into such practice is needed to develop a comprehensive set of practical recommendations and best practice for implementation of flexible assessment choice into the curriculum. The article should be of interest to curriculum developers and academics considering implementing changes to the assessment process to increase student ownership and control.Keywords: flexibility, assessment, choice, format, student-centred IntroductionDuring the last decade there have been calls for more student ownership and flexibility in the assessment process (Boud and Falchikov 2006;Nicol and MacFarlane-Dick 2006;Taras 2002), from setting criteria against which to assess to using feedback to feed forward into 2 of 23 future assessments and careers. However, the reality of today's assessment practices is far from this proposed ideal (Crook, Gross, and Dymott 2006;Knight 2002). MacLellan (2001) reports that students do not exploit assessment to improve their learning nor view feedback on their work as helpful, believing criteria to be implicit and unclear. We are proposing that to bridge this gap between current assessment practice and the ideal world is to allow students to have a choice in the format used to present their work. This paper will: Discuss the concept of allowing such choice using online assessment formats Discuss key issues around validity, reliability and skill development Propose considerations for implementing increasing flexibility in assessment and empowering studentsTo inform the discussion of choice in flexible assessment formats, we performed a partial literature search on eight leading journals concerned with innovations in learning, teaching and assessment, particularly in higher education, using the terms 'flexible', 'flexibility' or 'choice' and 'assessment'. From the matches, titles and abstracts used to identify relevant papers on the topic to be read in full. Google Scholar was also used with the same search terms to highlight the most relevant matches outside of these core journals, such as ot...
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