A role for technology in enhancing students’ engagement with feedback

Parkin, Helen J.; Hepplestone, Stuart; Holden, Graham; Irwin, Brian; Thorpe, Louise

doi:10.1080/02602938.2011.592934

Cited by 76 publications

(77 citation statements)

References 13 publications

(11 reference statements)

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“…Assignments can be submitted, human-marked and returned online; Hepplestone et al (2011) review work in this area and describe a system which releases feedback to students but stalls the release of grades to students until they have reflected on the feedback received. This approach significantly enhanced students' engagement with the feedback (Parkin et al 2012). Similarly positive results have been reported for the use of audio feedback (Lunt & Curran 2010) and screencasting , O'Malley 2011.…”

Section: E-assessment Beyond Quizzessupporting

confidence: 50%

E-assessment: Past, present and future

Jordan¹

2013

New Directions

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This review of e-assessment takes a broad definition, including any use of a computer in assessment, whilst focusing on computer-marked assessment. Drivers include increased variety of assessed tasks and the provision of instantaneous feedback, as well as increased objectivity and resource saving. From the early use of multiple-choice questions and machine-readable forms, computer-marked assessment has developed to encompass sophisticated online systems, which may incorporate interoperability and be used in students' own homes. Systems have been developed by universities, companies and as part of virtual learning environments.Some of the disadvantages of selected-response question types can be alleviated by techniques such as confidence-based marking. The use of electronic response systems ('clickers') in classrooms can be effective, especially when coupled with peer discussion. Student authoring of questions can also encourage dialogue around learning.More sophisticated computer-marked assessment systems have enabled mathematical questions to be broken down into steps and have provided targeted and increasing feedback. Systems that use computer algebra and provide answer matching for shortanswer questions are discussed.Computer-adaptive tests use a student's response to previous questions to alter the subsequent form of the test. More generally, e-assessment includes the use of peerassessment and assessed e-portfolios, blogs, wikis and forums.2 Predictions for the future include the use of e-assessment in MOOCs (massive open online courses); the use of learning analytics; a blurring of the boundaries between teaching, assessment and learning; and the use of e-assessment to free human markers to assess what they can assess more authentically.

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Section: E-assessment Beyond Quizzessupporting

confidence: 50%

E-assessment: Past, present and future

Jordan¹

2013

New Directions

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“…Researches showed that students most value the feedback which they can use immediately to improve an assessment mark [28]. The online publication of results and feedback and the adaptive release of grades were found to significantly enhance students' engagement [29].…”

Section: A Students' Surveymentioning

confidence: 99%

Improving student engagement in higher education through mobile-based interactive teaching model using socrative

Lim

2017

2017 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-One of the main problem in higher education teaching is low students' levels of engagement leading to poor learning performance. Broad teaching strategies, methods and tools are developed over the years to address this concern. In recent years, with the increasing numbers of students accessing the internet using mobile devices, there has been growing interest in embracing the mobile technology in teaching to improve the student participation in the classroom. This research describes the design and implementation of a mobile-based interactive teaching model with in-class and off-class components aided by Socrative online audience response system to improve students' engagement in a private university in Malaysia. A total of 45 students from undergraduate computing course had participated in this experimental study. The activities such as polls, exercises, quizzes and games was used to stimulate the discussion and encourage two ways communication between instructor and students. Both qualitative and quantitative data comprises of students' feedbacks, academic results, attendance records and instructor's teaching evaluation scores are analyzed. The results show that students were strongly positive with the use of Socrative and felt that they were more engaged. This interactive model has successfully enhanced students' learning experience and improved students' academic performance. The outcome of this study would contributes to current evidence of the efficacy of using mobile technology in higher education teaching.

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“…One approach is to withhold the grade from students until they have submitted a reflection on their feedback, including how they will act upon it in future (Parkin et al 2012;Taras 2001). However, this is problematic because, unless changes are made to the formal assessment guidelines to incorporate this approach, it would not be possible to withhold the grade indefinitely from those I. Glover et al…”

Section: Wasted Opportunitiesmentioning

confidence: 99%

“…Tools that allow the easy reuse of standard pieces of feedback, such as the GradeMark tool in Turnitin, make this very straightforward by enabling the criteria to be quickly referenced throughout the feedback. Marking rubric tools can also be used to help link general feedback to the assessment criteria and overall grade (Glover 2012;Parkin et al 2012;McGoldrick and Peterson 2013) and are increasingly becoming an integrated part of the assignment features of VLEs, such as Blackboard and Moodle.…”

Section: Directly Linked To Criteriamentioning

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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A role for technology in enhancing students’ engagement with feedback

Cited by 76 publications

References 13 publications

E-assessment: Past, present and future

E-assessment: Past, present and future

Improving student engagement in higher education through mobile-based interactive teaching model using socrative

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

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