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dc.contributor.authorWheatley, Lucy
dc.contributor.authorLord, Rhiannon
dc.contributor.authorMcInch, Alex
dc.contributor.authorFleming, Scott
dc.date.accessioned2016-02-05T16:22:39Z
dc.date.available2016-02-05T16:22:39Z
dc.date.issued2015
dc.identifier.citationWheatley, L., Lord, R., McInch, A. and Fleming, S. (2015) 'Feeding back to feed forward: Formative assessment as a platform for more effective learning', Kentucky Journal of Higher Education Policy and Practice, 3 (2), Article 2en_US
dc.identifier.issn2164-5140
dc.identifier.urihttp://uknowledge.uky.edu/kjhepp/vol3/iss2/2/
dc.identifier.urihttp://hdl.handle.net/10369/7657
dc.descriptionThis article has been published in Kentucky Journal of Higher Education Policy and Practice, available at: http://uknowledge.uky.edu/kjhepp/vol3/iss2/2/en_US
dc.description.abstractStudents construct meaning through relevant learning activities (Biggs, 2003) which are largely determined by the type, amount, and timing of feedback (Carless, 2006). The aim of the present study was to develop a greater awareness and understanding of formative assessment and feedback practices and their relationship with learning. During 2011 five focus group discussions were undertaken with students and academic staff involved with a range of modules and degree pathways at a UK University. Three of the focus groups were with undergraduate students (one at each level of study), and one was with taught postgraduate students. Discussions focussed on integration of formative assessment and feedback into modules, as well as an exploration of the effectiveness of feedback on future learning. The findings revealed that in order to emphasise continuous learning – feeding back to feed forward (Rushton, 2005) – and to encourage self-regulated learning (Nicol & Macfarlane-Dick, 2006), students need to have opportunities to make mistakes and to learn from them prior to summative assessment (through formative assessment and feedback). There was also firm evidence of different approaches to learning, emphasising in particular the transitional importance of the first year of study as the foundation upon which future achievement is built.en_US
dc.description.sponsorshipLearning and Teaching Enhancement Fund, Wales. Higher Education Academy.en_US
dc.language.isoenen_US
dc.publisherUKnowledgeen_US
dc.relation.ispartofseriesKentucky Journal of Higher Education Policy and Practice;
dc.rightsCreative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectFeedbacken_US
dc.subjectFormative assessmenten_US
dc.subjectHigher Educationen_US
dc.subjectLearningen_US
dc.titleFeeding back to feed forward: Formative assessment as a platform for effective learningen_US
dc.typeArticleen_US
dc.date.dateAccepted2015-01


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