On Demand

Exploring the Potential of Electronic Feedback on Assessment Performance

Michael Snowden, Susan Daley-Yates, Jamie P. Halsall

Research output: Contribution to journalArticle

Abstract

This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.

The project posed the questions:

• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?

• How effective is online formative feedback in enhancing student success?

The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semistructured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age” (2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
Original languageEnglish
Pages (from-to)90-99
Number of pages10
JournalResearch Journal of Education
Volume2
Issue number5
Publication statusPublished - May 2016

Fingerprint

performance assessment
electronics
demand
student
learning performance
questionnaire
Teaching
interview
learning

Cite this

@article{a55f5dce02a04a54b6794cf2c9eb3b07,
title = "On Demand: Exploring the Potential of Electronic Feedback on Assessment Performance",
abstract = "This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.The project posed the questions:• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?• How effective is online formative feedback in enhancing student success?The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semistructured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age” (2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).",
keywords = "flexible learning, assessment, formative, e-learning, heautagogy",
author = "Michael Snowden and Susan Daley-Yates and Halsall, {Jamie P.}",
note = "Accepted date taken from Eprints HN 12/09/2017",
year = "2016",
month = "5",
language = "English",
volume = "2",
pages = "90--99",
journal = "Research Journal of Education",
issn = "2413-8886",
publisher = "Academic Research Publishing Group",
number = "5",

}

On Demand : Exploring the Potential of Electronic Feedback on Assessment Performance. / Snowden, Michael; Daley-Yates, Susan; Halsall, Jamie P.

In: Research Journal of Education, Vol. 2, No. 5, 05.2016, p. 90-99.

Research output: Contribution to journalArticle

TY - JOUR

T1 - On Demand

T2 - Exploring the Potential of Electronic Feedback on Assessment Performance

AU - Snowden, Michael

AU - Daley-Yates, Susan

AU - Halsall, Jamie P.

N1 - Accepted date taken from Eprints HN 12/09/2017

PY - 2016/5

Y1 - 2016/5

N2 - This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.The project posed the questions:• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?• How effective is online formative feedback in enhancing student success?The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semistructured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age” (2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).

AB - This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.The project posed the questions:• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?• How effective is online formative feedback in enhancing student success?The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semistructured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age” (2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).

KW - flexible learning

KW - assessment

KW - formative

KW - e-learning

KW - heautagogy

UR - http://arpgweb.com/index.php?ic=journal&journal=15

M3 - Article

VL - 2

SP - 90

EP - 99

JO - Research Journal of Education

JF - Research Journal of Education

SN - 2413-8886

IS - 5

ER -