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dc.contributor.authorFisher, Ron
dc.contributor.authorCavanagh, Jillian
dc.contributor.authorBowles, Angela
dc.contributor.editorSusan Martin
dc.date.accessioned2017-05-03T14:08:57Z
dc.date.available2017-05-03T14:08:57Z
dc.date.issued2011
dc.date.modified2011-08-03T06:52:28Z
dc.identifier.issn0260-2938
dc.identifier.doi10.1080/02602930903308241
dc.identifier.urihttp://hdl.handle.net/10072/39705
dc.description.abstractThis study explores the effectiveness of an intervention involving formative assessment in a first-year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and ethical issues raised by the intervention. A multi-method approach of qualitative and quantitative data collection and analysis is used. The research finds that the intervention facilitates significantly higher marks in assessments and grades, while assisting student learning overall. Findings are reinforced by comparison with a subject where the intervention was not offered.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoen_AU
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom225
dc.relation.ispartofpageto237
dc.relation.ispartofissue2
dc.relation.ispartofjournalAssessment & Evaluation in Higher Education
dc.relation.ispartofvolume36
dc.rights.retentionY
dc.subject.fieldofresearchEconomics, Business and Management Curriculum and Pedagogy
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode130203
dc.subject.fieldofresearchcode13
dc.titleAssisting transition to university: Using assessment as a formative learning tool
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.date.issued2011
gro.hasfulltextNo Full Text
gro.griffith.authorCavanagh, Jillian M.
gro.griffith.authorBowles, Angela
gro.griffith.authorFisher, Ron J.


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