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    Engaging with feedback: How do students remediate errors on their weekly quiz


    Copeland, Cillian and Howard, Emma and Meehan, Maria and Parnell, Andrew (2018) Engaging with feedback: How do students remediate errors on their weekly quiz. In: INDRUM 2018, INDRUM Network, Apr 2018, Kristiansand, Norway.

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    Abstract

    Maths for Business is a first-year mathematics module for approximately 500 non-mathematics specialists. It has continuous assessment consisting of ten weekly quizzes, worth 40% of the final mark. In 2016/17, students who did not receive the maximum five marks on their weekly quiz were offered the opportunity to resubmit their quiz, with correction(s) and an explanation of their error(s), for one additional mark. We refer to this process as ‘remediation’. In this paper, we examine how students remediate their errors in order to identify features of a ‘good’ remediation. These features are identification, description, and correction of errors. By analysing a subset of students (n=31), we observe that a student’s quiz mark, and the cognitive level of the quiz question may impact the nature of the remediation provided.

    Item Type: Conference or Workshop Item (Paper)
    Academic Unit: Faculty of Science and Engineering > Mathematics and Statistics
    Faculty of Science and Engineering > Research Institutes > Hamilton Institute
    Item ID: 16036
    Depositing User: Andrew Parnell
    Date Deposited: 31 May 2022 15:54
    Refereed: Yes
    URI:

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