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| About This Toolbox | |||
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This toolbox includes resources and outcomes that were produced from an
Office for Learning and Teaching (OLT) Seed Grant during 2014-2016,
titled: But when do I get my mark? Students' responsiveness to
adaptively released assessment feedback. The contents of this toolbox
have been designed especially for use within the higher education sector
and may be of particular interest to course designers and lecturers who
are interested in rethinking traditional processes of providing
assessment feedback to their students with the intention of engaging
students in reflection about their own learning by transforming some
elements of the assessment process. Adaptively-released assessment feedback (ARAF) strategies are sequenced or staged methods of providing multiple types of feedback (e.g., quantitative scores, rubrics, qualitative comments) to students about their assessment tasks. ARAF strategies may also involve students in self-assessment and peer-assessment tasks such as self-evaluation of their own assessment tasks using marking rubrics and assessment criteria. The role of ARAF strategies is often to interrupt the traditional loop of assessment submission by students and grading by lecturers through the promotion of reflection, engagement and action. ARAF strategies can incorporate the use of developmental and diagnostic assessment feedback to influence students' intentions to modify their future learning approaches. |
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| Case Studies ^ | |||
| Case 1: First year undergraduate unit | Case 2: Third year undergraduate unit | Case 3: Postgraduate unit | |
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| Report of student attitudes | Report of student responses | Report of lecturer responses | |||
| What can you do? ^ | |||
| Guiding questions | Recommendations for practice | Future research directions | |||
| Publications, readings and references ^ | |||
| Project publications | Annotated bibliography of key readings | Readings about strategies | |||
| Project Information ^ | |||
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Title: But when do I get my mark? Students'
responsiveness to adaptively released assessment feedback Program funding: $50,000 funded by Office for Learning and Teaching (OLT) Seed Projects Duration of the project: 4 December 2014 - 1 March 2016 Researching team: Prof. Tony Williams, Assoc. Prof. Maria Northcote, Dr Lindsay Morton Research assistant: Alexandra Johnson Site development: Dr John Seddon Graphic design: Tish Maguire Video development: Kerrie Boddey, Chris Boddey |
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