DIY Assessment Feedback: Building Engagement, Trust and Transparency in the Feedback Process
Saved in:
| Title: | DIY Assessment Feedback: Building Engagement, Trust and Transparency in the Feedback Process |
|---|---|
| Language: | English |
| Authors: | Smith, Matthew, Lowe, Cassie |
| Source: | Journal of University Teaching and Learning Practice. 2021 18(3). |
| Availability: | University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Feedback (Response), Workshops, Evaluation Criteria, Self Evaluation (Individuals), Learning Processes, Undergraduate Students, Foreign Countries, Reflection |
| Geographic Terms: | United Kingdom |
| ISSN: | 1449-9789 |
| Abstract: | This study evaluates a novel assessment and feedback process in which students were tasked with actively engaging in the feedback process in a 'DIY' -- do-it-yourself -- assessment feedback workshop. The research team set out to explore how an active participation in the construction of the assessment criteria and utilisation of that co-constructed criteria would affect the students' engagement with assessing their own work. Through providing the space in which students were encouraged to use criteria to mark their own work, the research team aimed to build the students' trust and confidence in the transparency of the assessment process. The main findings of this study have shown the value of this DIY assessment feedback workshop, as it has proven to encourage a deeper level of reflection in the student participants and catalysed a greater connection between the learning process of assessment feedback with both their past and future assessments. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1304569 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwG82J-Zk17QfgAhr05iAdbVAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDF_g3qmurcB7ZYo2cQIBEICBm4xWHKX1uhAURvqeJPGFDx7J4okjm4vnxCRQ3ycOvR2mVNCmVOrWg0_Do5GIaw7QN9iUY8fKg4ApNjy1VPAXySZlN88ay_DUV47l1reeq7icOjIuJCzNvHMD-masziNBFYNhhOg7Qnixe8rNaUUsXrQve1ya5pD9KT1iV13D0vg4S0XlrsJlnp0HTNGrByDbFWD6SwO4mATbVt5N Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1304569 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1304569 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: DIY Assessment Feedback: Building Engagement, Trust and Transparency in the Feedback Process – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Smith%2C+Matthew%22">Smith, Matthew</searchLink><br /><searchLink fieldCode="AR" term="%22Lowe%2C+Cassie%22">Lowe, Cassie</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+University+Teaching+and+Learning+Practice%22"><i>Journal of University Teaching and Learning Practice</i></searchLink>. 2021 18(3). – Name: Avail Label: Availability Group: Avail Data: University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 16 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Workshops%22">Workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1449-9789 – Name: Abstract Label: Abstract Group: Ab Data: This study evaluates a novel assessment and feedback process in which students were tasked with actively engaging in the feedback process in a 'DIY' -- do-it-yourself -- assessment feedback workshop. The research team set out to explore how an active participation in the construction of the assessment criteria and utilisation of that co-constructed criteria would affect the students' engagement with assessing their own work. Through providing the space in which students were encouraged to use criteria to mark their own work, the research team aimed to build the students' trust and confidence in the transparency of the assessment process. The main findings of this study have shown the value of this DIY assessment feedback workshop, as it has proven to encourage a deeper level of reflection in the student participants and catalysed a greater connection between the learning process of assessment feedback with both their past and future assessments. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2021 – Name: AN Label: Accession Number Group: ID Data: EJ1304569 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1304569 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 Subjects: – SubjectFull: Feedback (Response) Type: general – SubjectFull: Workshops Type: general – SubjectFull: Evaluation Criteria Type: general – SubjectFull: Self Evaluation (Individuals) Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Reflection Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: DIY Assessment Feedback: Building Engagement, Trust and Transparency in the Feedback Process Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Smith, Matthew – PersonEntity: Name: NameFull: Lowe, Cassie IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2021 Identifiers: – Type: issn-electronic Value: 1449-9789 Numbering: – Type: volume Value: 18 – Type: issue Value: 3 Titles: – TitleFull: Journal of University Teaching and Learning Practice Type: main |
| ResultId | 1 |
