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Article: Handley, K., & Williams, L.
(2011). From Copying to Learning: Using Exemplars to Engage Students
with Assessment Criteria and Feedback. Assessment & Evaluation in
Higher Education, 36(1), 95-108. |
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 for
this article
Feedback is central to pedagogic theory, and if feedback is to be
effective, students need to engage with it and apply it at some
point in the future. However, student dissatisfaction with
feedback–as evidenced in the National Student Survey–suggests that
there are problems which limit student engagement with feedback,
such as their perception that much of their feedback is irrelevant
to future assignments. This article reports on a study which sought
to enhance engagement by giving students exemplar assignments
annotated with feedback “before” submission of their final
assignments.
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