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dc.contributor.authorFisher, Ronen_US
dc.contributor.authorCavanagh, Jillianen_US
dc.contributor.authorBowles, Angelaen_US
dc.contributor.editorSusan Martinen_US
dc.date.accessioned2017-05-03T14:08:57Z
dc.date.available2017-05-03T14:08:57Z
dc.date.issued2011en_US
dc.date.modified2011-08-03T06:52:28Z
dc.identifier.issn02602938en_US
dc.identifier.doi10.1080/02602930903308241en_AU
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom225en_US
dc.relation.ispartofpageto237en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAssessment & Evaluation in Higher Educationen_US
dc.relation.ispartofvolume36en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEconomics, Business and Management Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130203en_US
dc.titleAssisting transition to university: Using assessment as a formative learning toolen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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