Is it worth the effort? How feedback influences students' subsequent submission of assessable work

Crisp, Beth R. 2007, Is it worth the effort? How feedback influences students' subsequent submission of assessable work, Assessment & evaluation in higher education, vol. 32, no. 5, pp. 571-581.

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Title Is it worth the effort? How feedback influences students' subsequent submission of assessable work
Author(s) Crisp, Beth R.
Journal name Assessment & evaluation in higher education
Volume number 32
Issue number 5
Start page 571
End page 581
Publisher Routledge
Place of publication London, England
Publication date 2007-10
ISSN 0260-2938
1469-297X
Keyword(s) academic performance
student feedback
Summary This paper explores the extent to which students appear to their assessors to act on feedback they have received, and questions the assumption that providing feedback alone is sufficient to effect higher standards of work by students. Feedback provided to 51 undergraduate social work students, on two consecutive assignments involving a similar task, was examined to ascertain the number of problem areas noted from seven predefined categories. While the greatest increase in marks was associated with the greatest reductions in the number of problem areas identified in the comments, overall two-thirds of all students (66.7%) were awarded marks for both assignments within four percentage points. As such, this study found only limited support for the idea that students respond to feedback by making changes which are consistent with the intent of the feedback received. Hence the assumption that providing feedback alone is sufficient to effect higher standards of work by students was not supported. These findings invite educators to critically reflect on their own practices in providing feedback to students.
Language eng
Field of Research 160799 Social Work not elsewhere classified
130213 Vocational Education and Training Curriculum and Pedagogy
Socio Economic Objective 930599 Education and Training Systems not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2007, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30007593

Document type: Journal Article
Collections: School of Health and Social Development
Higher Education Research Group
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