How is feedback used? - The international student response to a Formative Feedback Intervention

Burns, Caroline and Foo, Martin (2013) How is feedback used? - The international student response to a Formative Feedback Intervention. International Journal of Management Education, 11 (3). pp. 174-183. ISSN 14728117

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Official URL: http://dx.doi.org/10.1016/j.ijme.2013.06.001

Abstract

This study reports on a further cycle of an action research project, discussed in Burns and Foo (2012). It seeks to explore some issues which had previously lacked clarity; in particular, how formative feedback on academic literacy was used and acted upon, and if a Formative Feedback Intervention (FFI) increased the students' confidence in preparing for other summative assessments. It also considers whether the assignment of a grade was beneficial. As in earlier cycles, students were asked to give written reflections using Gibbs' reflective model (1988), and later via a semi-structured questionnaire, but in this cycle in-depth interviews were also carried out to provide rich data and the opportunity to ask follow-up questions. Findings show that feedback is shared with other students, and is transferred to other assignments. It is apparent that FFI has an emotional impact; the grade appears to be highly valued and although an element of competition exists, it appears to be used for self-motivation and monitoring of progress.

Item Type: Article
Additional Information: Available online since 12-7-13.
Uncontrolled Keywords: Academic literacy; Formative feedback; International students
Subjects: Q100 Linguistics
X300 Academic studies in Education
Department: Faculties > Arts, Design and Social Sciences > School of Arts and Social Sciences > Social Sciences
Faculties > Business and Law > Newcastle Business School > Business and Management
Depositing User: Becky Skoyles
Date Deposited: 20 Jan 2015 09:41
Last Modified: 10 Aug 2015 10:56
URI: http://nrl.northumbria.ac.uk/id/eprint/20798

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