Formative Assessment and Feedback for Learning in Higher Education: A Systematic Review
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| Title: | Formative Assessment and Feedback for Learning in Higher Education: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Morris, Rebecca, Perry, Thomas, Wardle, Lindsey |
| Source: | Review of Education. Oct 2021 9(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Evaluation, Feedback (Response), Formative Evaluation, Higher Education, College Students, Evidence, Tests, Peer Evaluation, Tutors, Positive Reinforcement, Grading, Educational Technology, Evidence Based Practice |
| DOI: | 10.1002/rev3.3292 |
| ISSN: | 2049-6613 |
| Abstract: | Feedback is an integral part of education and there is a substantial body of trials exploring and confirming its effect on learning. This evidence base comes mostly from studies of compulsory school age children; there is very little evidence to support effective feedback practice at higher education, beyond the frameworks and strategies advocated by those claiming expertise in the area. This systematic review aims to address this gap. We review causal evidence from trials of feedback and formative assessment in higher education. Although the evidence base is currently limited, our results suggest that low stakes-quizzing is a particularly powerful approach and that there are benefits for forms of peer and tutor feedback, although these depend on implementation factors. There was mixed evidence for praise, grading and technology-based feedback. We organise our findings into several evidence-grounded categories and discuss the next steps for the field and evidence-informed feedback practice in universities. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1319705 |
| Database: | ERIC |
| Abstract: | Feedback is an integral part of education and there is a substantial body of trials exploring and confirming its effect on learning. This evidence base comes mostly from studies of compulsory school age children; there is very little evidence to support effective feedback practice at higher education, beyond the frameworks and strategies advocated by those claiming expertise in the area. This systematic review aims to address this gap. We review causal evidence from trials of feedback and formative assessment in higher education. Although the evidence base is currently limited, our results suggest that low stakes-quizzing is a particularly powerful approach and that there are benefits for forms of peer and tutor feedback, although these depend on implementation factors. There was mixed evidence for praise, grading and technology-based feedback. We organise our findings into several evidence-grounded categories and discuss the next steps for the field and evidence-informed feedback practice in universities. |
|---|---|
| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.3292 |
