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dc.contributor.authorWimshurst, K
dc.contributor.authorManning, M
dc.date.accessioned2017-05-03T14:05:26Z
dc.date.available2017-05-03T14:05:26Z
dc.date.issued2013
dc.date.modified2014-08-28T22:16:37Z
dc.identifier.issn0260-2938
dc.identifier.doi10.1080/02602938.2011.646236
dc.identifier.urihttp://hdl.handle.net/10072/46125
dc.description.abstractThe 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom451
dc.relation.ispartofpageto465
dc.relation.ispartofissue4
dc.relation.ispartofjournalAssessment & Evaluation in Higher Education
dc.relation.ispartofvolume38
dc.rights.retentionY
dc.subject.fieldofresearchCriminology not elsewhere classified
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classified
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchcode160299
dc.subject.fieldofresearchcode130299
dc.subject.fieldofresearchcode13
dc.titleFeed-forward assessment, exemplars and peer marking: evidence of efficacy
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Criminology and Criminal Justice
gro.date.issued2013
gro.hasfulltextNo Full Text
gro.griffith.authorWimshurst, Kerry J.
gro.griffith.authorManning, Matthew G.


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