Denton, P and Rowe, P (2014) Using statement banks to return online feedback: limitations of the transmission approach in a credit-bearing assessment. Assessment and Evaluation in Higher Education. pp. 1-9. ISSN 0260-2938

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Abstract

Electronic marking tools that incorporate statement banks have become increasingly prevalent within higher education. In an experiment, printed and emailed feedback was returned to 243 first-year students on a credit-bearing laboratory report assessment. A transmission approach was used, students being provided with comments on their work, but no guidance as to how they should use these remarks. A multiple-choice question test, undertaken before and after the return of feedback, was used to measure learning. Although returned comments included model answers, test scores showed no overall enhancement, even when students’ marks for their laboratory reports were initially hidden. A negative and significant (p = .010) linear trend between relative test scores and test date suggests that even modest improvements in subject knowledge were lost over time. Despite this, students could accurately guess their mark based on emailed feedback alone, estimated and awarded marks being linearly correlated (p < .001). It is concluded that statement banks organised according to published assessment criteria can ultimately help students to appreciate how their work was graded. However, students should be encouraged to produce a structured response to received feedback if self-assessment is to occur.

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 17 October 2014, available online: http://dx.doi.org/10.1080/02602938.2014.970124
Uncontrolled Keywords:	1303 Specialist Studies In Education, 1505 Marketing, 1701 Psychology
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education R Medicine > RS Pharmacy and materia medica
Divisions:	Pharmacy & Biomolecular Sciences
Publisher:	Taylor & Francis
Date Deposited:	27 Mar 2015 14:06
Last Modified:	04 Sep 2021 14:32
DOI or ID number:	10.1080/02602938.2014.970124
URI:	https://researchonline.ljmu.ac.uk/id/eprint/824

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