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Response of students to statement-bank feedback: The impact of assessment literacy on performances in summative tasks

Denton, P and McIlroy, D (2017) Response of students to statement-bank feedback: The impact of assessment literacy on performances in summative tasks. Assessment and Evaluation in Higher Education. pp. 1-10. ISSN 0260-2938

Response of students to statement-bank feedback The impact of assessment literacy on performances in summative tasks.pdf - Accepted Version

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Efficiency gains arising from the use of electronic-marking tools that allow tutors to select comments from a statement bank are well documented, but how students use this type of feedback for learning remains under-explored. In this study, Natural Science students (N=161) were emailed feedback reports on a spreadsheet assessment that included an invitation to reply placed at different positions. Outcomes suggest that students either read feedback completely, or not at all. Although mean marks for repliers (M=75.5%, N=39) and non-repliers (M=57.2%, N=68) were significantly different (p<.01), these two groups of students possessed equivalent attendance records and similar submission rates and performances in a contemporaneous formatively-assessed laboratory report. Notably, average marks for a follow-up summative laboratory report, using the same assessment criteria as the formative task, were 10% higher for students who replied to the original invite within feedback on the spreadsheet assessment. It is concluded that the repliers represent a group of assessment-literate students and that statement-bank feedback can foster learning under appropriate conditions: A simple ‘fire’ analogy for feedback is advanced that advocates high quality information on progress (fuel) and a curricular atmosphere conducive to learning (oxygen). However, only if students are assessment literate (ignition) will feedback illuminate.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 7th May 2017, available online: http://www.tandfonline.com/10.1080/02602938.2017.1324017
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1505 Marketing, 1701 Psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Natural Sciences & Psychology (closed 31 Aug 19)
Publisher: Taylor & Francis (Routledge)
Date Deposited: 25 Apr 2017 09:32
Last Modified: 04 Sep 2021 11:42
DOI or ID number: 10.1080/02602938.2017.1324017
URI: https://researchonline.ljmu.ac.uk/id/eprint/6275
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