Learning from feedback? Mature students' experiences of assessment in higher education

Lyn Tett, Jenny Hounsell, Hazel Christie, Viviene E. Cree, Velda McCune

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

This paper draws on a longitudinal study of students who entered an ancient Scottish university directly from further education colleges (FECs) to discuss the role that different assessment regimes played in their university careers. It illuminates aspects of learning from feedback from the perspective of students whose pre-university experiences of assessment provided a major contrast to that of the majority of their peers. Overall it shows that students do learn from feedback and become able to self-assess and monitor their own learning and develop their own standards. It argues, however, that their experiences can be much more productive if there is more emphasis on feeding forward to meet changing expectations over time. This enables students to develop as independent learners and means that different strategies are appropriate at different stages of students' university careers.

Original languageEnglish
Pages (from-to)247-260
Number of pages14
JournalResearch in Post-Compulsory Education
Volume17
Issue number2
DOIs
Publication statusPublished - Jun 2012

Fingerprint

university
learning
education
experience
student
career
further education
longitudinal study
regime
time

Cite this

Tett, Lyn ; Hounsell, Jenny ; Christie, Hazel ; Cree, Viviene E. ; McCune, Velda. / Learning from feedback? Mature students' experiences of assessment in higher education. In: Research in Post-Compulsory Education. 2012 ; Vol. 17, No. 2. pp. 247-260.
@article{9fbc6a88c71844a1b8780565e6b941cc,
title = "Learning from feedback? Mature students' experiences of assessment in higher education",
abstract = "This paper draws on a longitudinal study of students who entered an ancient Scottish university directly from further education colleges (FECs) to discuss the role that different assessment regimes played in their university careers. It illuminates aspects of learning from feedback from the perspective of students whose pre-university experiences of assessment provided a major contrast to that of the majority of their peers. Overall it shows that students do learn from feedback and become able to self-assess and monitor their own learning and develop their own standards. It argues, however, that their experiences can be much more productive if there is more emphasis on feeding forward to meet changing expectations over time. This enables students to develop as independent learners and means that different strategies are appropriate at different stages of students' university careers.",
keywords = "assessment, feeding forward, mature students",
author = "Lyn Tett and Jenny Hounsell and Hazel Christie and Cree, {Viviene E.} and Velda McCune",
year = "2012",
month = "6",
doi = "10.1080/13596748.2011.627174",
language = "English",
volume = "17",
pages = "247--260",
journal = "Research in Post-Compulsory Education",
issn = "1359-6748",
publisher = "Taylor & Francis",
number = "2",

}

Learning from feedback? Mature students' experiences of assessment in higher education. / Tett, Lyn; Hounsell, Jenny; Christie, Hazel; Cree, Viviene E.; McCune, Velda.

In: Research in Post-Compulsory Education, Vol. 17, No. 2, 06.2012, p. 247-260.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Learning from feedback? Mature students' experiences of assessment in higher education

AU - Tett, Lyn

AU - Hounsell, Jenny

AU - Christie, Hazel

AU - Cree, Viviene E.

AU - McCune, Velda

PY - 2012/6

Y1 - 2012/6

N2 - This paper draws on a longitudinal study of students who entered an ancient Scottish university directly from further education colleges (FECs) to discuss the role that different assessment regimes played in their university careers. It illuminates aspects of learning from feedback from the perspective of students whose pre-university experiences of assessment provided a major contrast to that of the majority of their peers. Overall it shows that students do learn from feedback and become able to self-assess and monitor their own learning and develop their own standards. It argues, however, that their experiences can be much more productive if there is more emphasis on feeding forward to meet changing expectations over time. This enables students to develop as independent learners and means that different strategies are appropriate at different stages of students' university careers.

AB - This paper draws on a longitudinal study of students who entered an ancient Scottish university directly from further education colleges (FECs) to discuss the role that different assessment regimes played in their university careers. It illuminates aspects of learning from feedback from the perspective of students whose pre-university experiences of assessment provided a major contrast to that of the majority of their peers. Overall it shows that students do learn from feedback and become able to self-assess and monitor their own learning and develop their own standards. It argues, however, that their experiences can be much more productive if there is more emphasis on feeding forward to meet changing expectations over time. This enables students to develop as independent learners and means that different strategies are appropriate at different stages of students' university careers.

KW - assessment

KW - feeding forward

KW - mature students

UR - http://www.scopus.com/inward/record.url?scp=84861305781&partnerID=8YFLogxK

U2 - 10.1080/13596748.2011.627174

DO - 10.1080/13596748.2011.627174

M3 - Article

VL - 17

SP - 247

EP - 260

JO - Research in Post-Compulsory Education

JF - Research in Post-Compulsory Education

SN - 1359-6748

IS - 2

ER -