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    Following-Up on Feedback through Repetition inAssessments (in the Science Disciplines)

    McLoone, Seamus (2009) Following-Up on Feedback through Repetition inAssessments (in the Science Disciplines). AISHE Conference Proceedings, 1 (1). 5.1-5.11.

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    In practice, the student learning cycle involves learning, assessment and feedback. The student learns about a particular topic through a combination of lectures, research and/or action. They are then assessed on what they have learned and are given formative feedback on their performance. Unfortunately, the cycle seems to end at this point. A new topic is presented and the learning cycle repeats. This is typical of a module in which several different topics are covered over the course of a semester. However, some obvious questions emerge. What do the students do with the feedback? Do they really learn from it? How do we know? This paper proposes to follow-up on feedback by simply ensuring that a proportion of the next assessment covers material that students had difficulty with on the previous one. Students are informed of this fact so as to encourage them to actively engage with the feedback. Test results show a marked improvement in the students’ performance, particularly in the case of the repeated material, while student feedback responds favourably to this method of ensuring that the student learning cycle is properly completed. Details of the assessments, test results and student feedback, as well as some personal observations and discussions, are presented within.

    Item Type: Article
    Keywords: assessment; feedback; the student learning cycle;
    Academic Unit: Faculty of Science and Engineering > Electronic Engineering
    Item ID: 292
    Depositing User: Dr. Seamus McLoone
    Date Deposited: 02 May 2012 15:43
    Journal or Publication Title: AISHE Conference Proceedings
    Publisher: AISHE All Ireland Society for Higher Education
    Refereed: Yes
      Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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