Formative feedback through summative tutorial-based assessments: the relationship to student performance

Perera,L, Nguyen,H and Watty,K 2014, Formative feedback through summative tutorial-based assessments: the relationship to student performance, Accounting education, vol. 23, no. 5, pp. 424-442, doi: 10.1080/09639284.2014.947093.

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Title Formative feedback through summative tutorial-based assessments: the relationship to student performance
Author(s) Perera,LORCID iD for Perera,L orcid.org/0000-0003-4904-818X
Nguyen,HORCID iD for Nguyen,H orcid.org/0000-0003-0813-4997
Watty,KORCID iD for Watty,K orcid.org/0000-0002-8138-2754
Journal name Accounting education
Volume number 23
Issue number 5
Start page 424
End page 442
Publisher Routledge (Taylor and Francis)
Place of publication Abingdon, England
Publication date 2014-09-03
ISSN 0963-9284
1468-4489
Keyword(s) formative feedback
student attendance
student participation
student performance
summative assessments
Tutorial-based assessment
Summary This paper investigates the effectiveness (measured using assignment and examination performance) of an assessment design incorporating formative feedback through summative tutorial-based assessments to improve student performance, in a second-year Finance course at an Australian university. Data was collected for students who were enrolled in an undergraduate Finance course and analyzed to ascertain performance improvements. The results indicate that there is a relationship between formative feedback through the use of summative tutorial-based assessments and student performance. Our empirical evidence enriches the extant literature surrounding the effectiveness of formative feedback through summative tutorial-based assessments and fosters an interest in assessment designs that provide formative feedback.
Language eng
DOI 10.1080/09639284.2014.947093
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30069010

Document type: Journal Article
Collections: Faculty of Business and Law
School of Accounting, Economics and Finance
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