Designing feedback activities to help low-performing students

Bjaelde, OE; Boud, D; Lindberg, AB

Designing feedback activities to help low-performing students

Bjaelde, OE Boud, D

Lindberg, AB

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Publisher:: SAGE Publications
Publication Type:: Journal Article
Citation:: Active Learning in Higher Education, 2024
Issue Date:: 2024

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Field	Value	Language
dc.contributor.author	Bjaelde, OE
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Lindberg, AB
dc.date.accessioned	2024-05-25T05:41:21Z
dc.date.available	2024-05-25T05:41:21Z
dc.date.issued	2024
dc.identifier.citation	Active Learning in Higher Education, 2024
dc.identifier.issn	1469-7874
dc.identifier.issn	1741-2625
dc.identifier.uri	http://hdl.handle.net/10453/179191
dc.description.abstract	Many students struggle with making sense of feedback information and in applying and transferring it to new contexts. Research literature suggests that low-performing students are especially at risk because they often do not understand assessment criteria and cannot utilise information they receive. This paper addresses this problem through investigating assessment processes which aim to support the influence of feedback on student improvement. It focusses on an empirical study of an undergraduate course at university level in which students resubmit assignments after having applied feedback information received on initial drafts. Such designs help educators to strengthen student improvement from feedback processes by engaging students directly with feedback comments and assessment criteria. Data from the designs enable comparison of improvements between low-performing versus high-performing students and shows that while all students improved, the gap between low-performers and their peers narrowed.
dc.language	English
dc.publisher	SAGE Publications
dc.relation.ispartof	Active Learning in Higher Education
dc.relation.isbasedon	10.1177/14697874231212820
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.subject.classification	3903 Education systems
dc.subject.classification	3904 Specialist studies in education
dc.title	Designing feedback activities to help low-performing students
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2024-05-25T05:41:19Z
pubs.publication-status	Published online

Abstract:

Many students struggle with making sense of feedback information and in applying and transferring it to new contexts. Research literature suggests that low-performing students are especially at risk because they often do not understand assessment criteria and cannot utilise information they receive. This paper addresses this problem through investigating assessment processes which aim to support the influence of feedback on student improvement. It focusses on an empirical study of an undergraduate course at university level in which students resubmit assignments after having applied feedback information received on initial drafts. Such designs help educators to strengthen student improvement from feedback processes by engaging students directly with feedback comments and assessment criteria. Data from the designs enable comparison of improvements between low-performing versus high-performing students and shows that while all students improved, the gap between low-performers and their peers narrowed.

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http://hdl.handle.net/10453/179191