The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning

  title={The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning},
  author={Richard Higgins and Peter Hartley and Alan Skelton},
  journal={Studies in Higher Education},
  pages={53 - 64}
This article reports the initial findings of a 3-year research project investigating the meaning and impact of assessment feedback for students in higher education. Adopting aspects of a constructivist theory of learning, it is seen that formative assessment feedback is essential to encourage the kind of 'deep' learning desired by tutors. There are a number of barriers to the utility of feedback outside the sphere of control of individual students, including those relating to the quality… 
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