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Wednesday, October 22, 2014

Negative feedback

Feedback We are just about to plunge into our first use of marking rubrics (bated breath). This paper makes clear that rubrics are not a magic bullet solution to the problem of transmission philosophy feedback.

Nevertheless, I think it's fairly clear that rubrics "save time". Therefore expect their use to grow and grow in coming years.



Using statement banks to return online feedback: limitations of the transmission approach in a credit-bearing assessment. Assessment & Evaluation in Higher Education. 17 Oct 2014 doi: 10.1080/02602938.2014.970124
Electronic marking tools that incorporate statement banks have become increasingly prevalent within higher education. In an experiment, printed and emailed feedback was returned to 243 first-year students on a credit-bearing laboratory report assessment. A transmission approach was used, students being provided with comments on their work, but no guidance as to how they should use these remarks. A multiple-choice question test, undertaken before and after the return of feedback, was used to measure learning. Although returned comments included model answers, test scores showed no overall enhancement, even when students’ marks for their laboratory reports were initially hidden. A negative and significant (p = .010) linear trend between relative test scores and test date suggests that even modest improvements in subject knowledge were lost over time. Despite this, students could accurately guess their mark based on emailed feedback alone, estimated and awarded marks being linearly correlated (p < .001). It is concluded that statement banks organised according to published assessment criteria can ultimately help students to appreciate how their work was graded. However, students should be encouraged to produce a structured response to received feedback if self-assessment is to occur.

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