Assessment for learning: a case study using feedback effectively in an essay‐style test

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Dono: Marcos Pedroso

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Última Atualiz.: 06-11-2018 14:25

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Strategic and well-planned use of feedback in the assessment process is key to promoting
learning. This paper evaluates the role a two-stage test process played in guiding and
assisting student learning in a second-year module at the University of KwaZulu-Natal,
South Africa. Having been provided with verbal and written feedback without grades
from the first test, students were given the opportunity to write a different, second test,
and each was required to choose which one was graded. Students were generally very
positive about the assessment process, most participated willingly and fully, many
learned differently for the second test, and there was evidence of meta-cognitive
awareness and understanding. Despite this, a number of students experienced difficulty
and frustration in judging the quality of their work. The discussion focuses on process
and learning issues, on the utility of feedback and on formative test assessment
procedures.

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