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  • Feed-forward assessment, exemplars and peer marking: evidence of efficacy

    Author(s)
    Wimshurst, K
    Manning, M
    Griffith University Author(s)
    Wimshurst, Kerry J.
    Manning, Matthew G.
    Year published
    2013
    Metadata
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    Abstract
    The paper reports the findings of evaluative research that attempted to rigorously assess the efficacy of a feed-forward, formative assessment intervention. The aim was to improve participants' conceptions of quality, and hence improve the quality of a complex piece of summative assessment, by asking them to mark exemplars produced by former students. Feed-forward assessment has theoretical support in the literature, but empirical confirmation has been slight. Research findings were encouraging. A statistical model incorporating feed-forward was developed which accounted for a large effect in the improvement of results for ...
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    The paper reports the findings of evaluative research that attempted to rigorously assess the efficacy of a feed-forward, formative assessment intervention. The aim was to improve participants' conceptions of quality, and hence improve the quality of a complex piece of summative assessment, by asking them to mark exemplars produced by former students. Feed-forward assessment has theoretical support in the literature, but empirical confirmation has been slight. Research findings were encouraging. A statistical model incorporating feed-forward was developed which accounted for a large effect in the improvement of results for the summative item. Importantly, there was improvement across student ability levels. Students, in the main, made accurate judgements about different levels of exemplar quality, although they had some difficulty discerning different pathways to high-quality products. Qualitative analysis indicated improved student conceptions of coherence and integration in the summative piece.
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    Journal Title
    Assessment & Evaluation in Higher Education
    Volume
    38
    Issue
    4
    DOI
    https://doi.org/10.1080/02602938.2011.646236
    Subject
    Criminology not elsewhere classified
    Curriculum and Pedagogy not elsewhere classified
    Education
    Publication URI
    http://hdl.handle.net/10072/46125
    Collection
    • Journal articles

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