The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates

@article{Orsmond2013TheIO,
  title={The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates},
  author={Paul Orsmond and Stephen P. Merry},
  journal={Assessment \& Evaluation in Higher Education},
  year={2013},
  volume={38},
  pages={737 - 753}
}
  • P. Orsmond, S. Merry
  • Published 10 June 2013
  • Psychology
  • Assessment & Evaluation in Higher Education
Little is known as to how students process tutor feedback. In this study, 36 final-year biological sciences undergraduate students from four higher education institutions took part in interviews or focus groups. Students were assigned according to tutors’ judgements as being either high achieving or non-high achieving, and focus groups consisted of a single student type. A thematic approach was used to analyse the interview data. There were overall major differences in how both types of… 
Longitudinal perspectives on students’ experiences of feedback: a need for teacher–student partnerships
  • D. Carless
  • Psychology
    Higher Education Research & Development
  • 2019
ABSTRACT How students react to and use feedback is an important element of their higher education experience. Within the constraints of mass higher education, effective feedback processes are,
Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement.
TLDR
The model indicates the centrality of believing that feedback exists to guide next steps in learning and thus contributes to SRL, ASE, and increased GPA.
Perceptions of Portuguese undergraduate students about assessment: a study in five public universities
Abstract This paper draws upon a broader piece of research on assessment in higher education, particularly focusing on issues regarding the fairness and effectiveness of the assessment methods and
Differential Outcomes: causes and pedagogical responses
This study aimed to investigate and, to find pedagogical solutions, to support students who appeared to be vulnerable to ‘differential outcomes’ in summative assessments. The students were studying
Peer assessment: the role of relational learning through communities of practice
ABSTRACT Our work concerned the socio-cultural practices of tutors from diverse higher education institutes. The tutors were practising lecturers who had contributed to peer assessment studies
Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence
Abstract This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of
Tutors’ assessment practices and students’ situated learning in higher education: chalk and cheese
This article uses situated learning theory to consider current tutor assessment and feedback practices in relation to learning practices employed by students outside the overt curriculum. The case is
Student Utilisation of Feedback: A Cyclical Model
In this chapter I discuss research which explored student’s experiences of assessment and feedback from a phenomenographic perspective and propose a conceptual six-stage cyclical assessment and
Students’ perceptions of, and emotional responses to, personalised learning analytics-based feedback: an exploratory study of four courses
Abstract Research and development in learning analytics has established viable solutions for scaling personalised feedback to all students. However, questions remain regarding how such feedback is
Exploring Students’ Initial Reactions to the Feedback They Receive on Coursework
Abstract Understanding students’ reactions to their feedback to coursework is crucial in being able to deliver feedback which motivates them and helps them to do better. This study focused on
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 70 REFERENCES
Quantitative studies of student self-assessment in higher education: a critical analysis of findings
Student self-assessment occurs when learners make judgements about aspects of their own performance. This paper focuses on one aspect of quantitative self-assessments: the comparison of
Biology students’ utilization of tutors’ formative feedback: a qualitative interview study
Ramaprasad (1983) defined feedback as information about the gap between actual performance level and the reference level, which is subsequently used to alter that gap. Feedback, therefore, needs to
Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback
Tutors’ intentions when providing feedback may not be accurately perceived and acted on by students. In this study, 19 biological sciences students and six tutors were interviewed concerning the
Effectiveness of feedback: the students’ perspective
While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students’ perceptions of feedback and the contribution
Do students value feedback? Student perceptions of tutors’ written responses
The topic of feedback to students is an under‐researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of
The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning
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
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work
This paper explores the extent to which students appear to their assessors to act on feedback they have received, and questions the assumption that providing feedback alone is sufficient to effect
A quantitative and qualitative study of changes in the use of learning outcomes and distractions by students and tutors during a biology poster assessment
Abstract Learning outcomes are statements of intended learning within a module. In practice, students may consider various options when undertaking assessments. They may feel they can meet the stated
Self‐assessment in higher education: experience in using a metacognitive approach in five case studies
This study describes the use of a metacognitive approach for self‐assessment of teacher education students. The design of the study was guided by the principles of learning‐oriented assessment and
Communities of practice and ways to learning: charting the progress of biology undergraduates
This article discusses social learning outside of the overt curriculum. A thematic approach was used to analyse data from semi-structured interviews with 30 biological sciences students from a
...
1
2
3
4
5
...