Formative Feedback: Involving Students as Partners in Assessment to Enhance Learning

Fluckiger, Jarene; Vigil, Yvonne Tixier y; Pasco, Rebecca J.; Danielson, Kathy Everts

doi:10.1080/87567555.2010.484031

Cited by 111 publications

(79 citation statements)

References 10 publications

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“…Within the feedback relationship, Sadler (1989) argued that lecturers and students must possess a shared understanding of the concept of quality appropriate to the task that allows them to recognize and describe quality performance in order to be able to make improvements. Fluckiger et al (2010) see students as partners in the feedback process. However, realistically, it is the lecturer who is dominant in making the choices about assessment design, including feedback.…”

Section: Power: the Respective Roles Of Student And Lecturer Within Tmentioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

820

574

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This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) Keywords: assessment, feedback, higher education, feedback gap, feedback landscape.A focus on assessment feedback from a higher education (HE) perspective is pertinent given those debates on enhancing student access, retention, completion, and satisfaction within college and university contexts (Eckel & King, 2004). This article will provide a timely and thorough critique of the latest developments within the assessment feedback field. The focus of the review is on the feedback that students receive within their coursework from multiple sources. In the introduction, feedback is defined and the HE context articulated. This is followed by an analysis of 460 articles on assessment feedback in HE produced in the past 12 years. Key themes and dominant discourses are explored, including an examination of the feedback gap. Relevant theoretical perspectives are drawn upon and extended to conceptualize the feedback landscape in order to provide a valuable framework for considering the issues and processes implicit in implementing effective assessment feedback designs within HE contexts and to facilitate future research agendas in assessment feedback in HE.

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Section: Power: the Respective Roles Of Student And Lecturer Within Tmentioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

820

574

View full text Add to dashboard Cite

show abstract

“…Giving students choices in their assessment topics provides a degree of responsibility and ownership over their learning, which can encourage higher engagement with assessment pieces (Healey et al, Waterfield & West, 2006). Other ways to engage students as partners in the assessment process include a shared revision of student generated statements and questions (Fluckiger, Vigil, Pasco, & Danielson, 2010). Benefits, such as increased student autonomy, are a good argument for increasing the prevalence of partnership practices in assessment (Healey et al, 2014).…”

Section: Implications For Sap In Assessment Practicesmentioning

confidence: 99%

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

Matthews

Groenendijk²,

Chunduri³

2017

IJSaP

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Engaging students-as-partners is gaining momentum in the higher education sector. This study explores undergraduate students' perceptions of how involved they were in partnership activities across their degree programs, and whether this matched their desired level of involvement in such practices. Analysis of a quantitative study of 268 students showed statistically significant differences between perceived levels of importance and involvement for all the partnership practices (n=18) investigated in our survey. These results highlight that the students in this study want to be more substantially involved in partnership practices across their degree program. We argue against the consumerist rhetoric about the role of students as passive learners and advocate for greater inclusion of partnership activities that foster active student participation in shaping the university curricula. We discuss implications for Students as Partners in relation to the progressive development of university curricula and assessment practices along with future research directions.

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“…The 'new' element for this year's interven(on was twofold: a co--created marking criteria and a robust peer and self--assessment exercise which was designed to allow students to become ac(ve and equal partners in the assignment itself. Fluckiger et al (2010) found that using students as partners in the assessment process maximises accomplishment and encourages students to change their own learning tac8cs. This partnership approach may highlight differences between the lecturers interpreta(on of marking criteria and the students.…”

Section: Page |mentioning

confidence: 99%

Co-creation of Marking Criteria: Students as Partners in the Assessment Process

Meer¹,

Chapman²

2014

Business and Management Education in HE

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This ar(cle focuses on the final itera(on of a four--year longitudinal ac(on research project that culminates in students ac(ng as partners in the assessment process by co--crea(ng and u(lising marking criteria Three versions of the marking criteria are discussed, one wri^en by the academic staff, one wri^en by the students and a final version agreed through nego(a(on and collabora(on. This ar(cle argues that this partnership working empowers the students and gives them ownership of the criteria which were then used in a peer and self--assessment exercise. Differences in values and language are discussed, with gaps between student understanding and lecturers' academic discourse. This ar(cle concludes that for students to fully understand marking criteria they need to be ac(ve par(cipants in the process and using discussion and collabora(on in this way brings students into the academic community of prac(ce.

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Formative Feedback: Involving Students as Partners in Assessment to Enhance Learning

Cited by 111 publications

References 10 publications

Making Sense of Assessment Feedback in Higher Education

Making Sense of Assessment Feedback in Higher Education

We Want to be More Involved: Student Perceptions of Students as Partners Across the Degree Program Curriculum

Co-creation of Marking Criteria: Students as Partners in the Assessment Process

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