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Feedback codes and action plans: building the capacity of first-year students to apply feedback to a scientific report.

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Title: Feedback codes and action plans: building the capacity of first-year students to apply feedback to a scientific report.
Authors: Bird, Fiona L.1 (AUTHOR) f.bird@latrobe.edu.au, Yucel, Robyn2 (AUTHOR)
Source: Assessment & Evaluation in Higher Education. Jun2015, Vol. 40 Issue 4, p508-527. 20p. 2 Diagrams, 3 Charts.
Subject Terms: *Psychological feedback, *Science education (Higher), *Formative tests, *College freshmen, *Higher education, Laboratory reports
Abstract: Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their initial attempt at a scientific biology report. We investigated the students’ perceptions of the feedback code and associated action plan exercise, and found that the code provided the majority of students with clear feedback, whilst the action plan provided a tool for decoding and interpreting the feedback and ensuring errors were not repeated in a subsequent report. We argue that a feedback code can be a valuable inclusion in a wider programme of feedback provision particularly when it is supported by activities that require students to engage with the codes and feed that learning forward to subsequent tasks. [ABSTRACT FROM PUBLISHER]
Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Feedback codes and action plans: building the capacity of first-year students to apply feedback to a scientific report.
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  Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Jun2015, Vol. 40 Issue 4, p508-527. 20p. 2 Diagrams, 3 Charts.
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  Data: Effective feedback can build self-assessment skills in students so that they become more competent and confident to identify and self-correct weaknesses in their work. In this study, we trialled a feedback code as part of an integrated programme of formative and summative assessment tasks, which provided feedback to first-year students on their initial attempt at a scientific biology report. We investigated the students’ perceptions of the feedback code and associated action plan exercise, and found that the code provided the majority of students with clear feedback, whilst the action plan provided a tool for decoding and interpreting the feedback and ensuring errors were not repeated in a subsequent report. We argue that a feedback code can be a valuable inclusion in a wider programme of feedback provision particularly when it is supported by activities that require students to engage with the codes and feed that learning forward to subsequent tasks. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02602938.2014.924476
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        Text: English
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      – SubjectFull: Psychological feedback
        Type: general
      – SubjectFull: Science education (Higher)
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      – SubjectFull: Formative tests
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              Text: Jun2015
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