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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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 > Social Sciences Faculties > Business and Law > Newcastle Business School
Depositing User:	Becky Skoyles
Date Deposited:	20 Jan 2015 09:41
Last Modified:	19 Nov 2019 09:51
URI:	http://nrl.northumbria.ac.uk/id/eprint/20798

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