000			02134nam a22002537a 4500
003			ZW-GwMSU
005			20241111090923.0
008			241111b |||||||| |||| 00| 0 eng d
022			_a1469-7874
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB2300 ACT
100	1		_aJones, Ollie _eauthor
245	1	0	_aAssessment feedback only on demand: _bsupporting the few not supplying the many _ccreated by Ollie Jones and Andrea Gorra
264			_aLondon: _bSage Publications, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aActive Learning in Higher Education _vVolume 14, number 2 ,
520	3		_aThere are many pressures on academics to ‘satisfy’ students’ needs for feedback, not least the inclusion of questions about feedback. Many have commentated on the lack of student engagement with summative feedback while most believe that feedback is necessary to improve individual student performance. Several have looked at a range of reasons why students do not collect their feedback, but investigated in this article is how many students collected summative feedback and why they did so. This article outlines an action research–based intervention that involved offering feedback ‘on demand’ to undergraduate students and utilised access statistics data from the virtual learning environment to identify the actual rate of feedback collection by students. Investigated is whether or not there is a discernible preference for seeking feedback where there is a difference between the expected grade and the actual grade. Student survey and the virtual learning environment access data were used to indicate whether students are satisfied with a few short comments and a marking grid, if the mark is similar to their expectations. The resource efficiency and effectiveness for academic staff in terms of providing detailed individual feedback to all students are discussed.
650			_aAssessment _vFeedback _xFormative
700	1		_aGorra, Andrea _eco- author
856			_udoi.org/10.1177/146978741348113
942			_2lcc _cJA
999			_c168184 _d168184