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.
| Language | English |
|---|---|
| Pages | 247-260 |
| Number of pages | 14 |
| Journal | Research in Post-Compulsory Education |
| Volume | 17 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 2012 |
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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 journal › Article
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
T2 - Research in Post-Compulsory Education
JF - Research in Post-Compulsory Education
SN - 1359-6748
IS - 2
ER -