Keywords
asynchronous, written feedback, formative, assessment, feedback, self-regulated, learning
Abstract
Much time is invested by markers in providing feedback to students that is personalised, aimed at providing them with information to feed forward into their next piece of work. Given the investment of time by tutors in the feedback process, we were necessarily concerned with how it is used by students and keen to explore and develop practice. This paper therefore draws on an action research project to explore students’ perceptions of assessment feedback and the impact of an intervention to enhance its use. This paper presents an initial review of this work, highlighting the way that it has developed feedback processes and students’ engagement in self-regulated learning.
Citation Information
Type of Publication: Journal Article
Authors: Lisa Murtagh, Nadine Baker
Year of Publication: 2009
Title: “Feedback to Feed Forward: Student Response to Tutors’ Written Comments on Assignments”
Publication: Practitioner Research in Higher Education, Volume 3, Issue 1
Page Range: 20-28