Midlands State University Library
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Developing first-year engagement with written feedback created by Andy Cramp

By: Material type: TextTextSeries: Active learning in higher education ; Volume 12, number 2United Kingdom: Sage, 2011Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 14697874
Subject(s): LOC classification:
  • LB2300 ACT
Online resources: Abstract: Assessment feedback continues to be a relatively under-researched area in higher education despite its fundamental role in learning and teaching. This article positions assessment feedback as a complex meaning-making process requiring dialogue and interpretation.The article outlines an evaluative case study investigating a feedback review meeting organized through the personal tutor system. This meeting is designed to support students’ engagement with written feedback at their first formal feedback ‘moment’ when confidence and self-esteem can be at risk. The evaluation of the review meeting suggests students benefit from one conversation about all their written feedback. The article concludes that developing positive learning relationships with personal tutors at the point of assessment feedback can encourage a sense of achievement and success at a time when learners may feel most vulnerable to low self-esteem. In this way, the intervention can be valuable as part of an institution’s retention strategy.
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Holdings
Item type Current library Call number Vol info Copy number Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections LB2300 ACT (Browse shelf(Opens below)) Vol. 12, no. 2 (pages 113-124) SP9775 Not for loan For in house use

Assessment feedback continues to be a relatively under-researched area in higher education despite its fundamental role in learning and teaching. This article positions assessment feedback as a complex meaning-making process requiring dialogue and interpretation.The article outlines an evaluative case study investigating a feedback review meeting organized through the personal tutor system. This meeting is designed to support students’ engagement with written feedback at their first formal feedback ‘moment’ when confidence and self-esteem can be at risk. The evaluation of the review meeting suggests students benefit from one conversation about all their written feedback. The article concludes that developing positive learning relationships with personal tutors at the point of assessment feedback can encourage a sense of achievement and success at a time when learners may feel most vulnerable to low self-esteem. In this way, the intervention can be valuable as part of an institution’s retention strategy.

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