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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
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  Data: Formative Assessment and Feedback for Learning in Higher Education: A Systematic Review
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Education%22"><i>Review of Education</i></searchLink>. Oct 2021 9(3).
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  Data: 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
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  Data: 26
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  Data: Journal Articles<br />Information Analyses
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink>
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  Data: 10.1002/rev3.3292
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– Name: Abstract
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  Data: 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.
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        PageCount: 26
    Subjects:
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Tutors
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      – SubjectFull: Positive Reinforcement
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      – SubjectFull: Grading
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      – SubjectFull: Educational Technology
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      – SubjectFull: Evidence Based Practice
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      – TitleFull: Formative Assessment and Feedback for Learning in Higher Education: A Systematic Review
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