Making connections: technological interventions to support students in using, and tutors in creating, assessment feedback

Ian Glover, Helen J. Parkin, Stuart Hepplestone, Brian Irwin, Helen Rodger

Abstract

This paper explores the potential of technology to enhance the assessment and feedback process for both staff and students. The ‘Making Connections’ project aimed to better understand the connections that students make between the feedback that they receive and future assignments, and explored whether technology can help them in this activity. The project interviewed 10 tutors and 20 students, using a semi-structured approach. Data were analysed using a thematic approach, and the findings have identified a number of areas in which improvements could be made to the assessment and feedback process through the use of technology. The findings of the study cover each stage of the assessment process from the perspective of both staff and students. The findings are discussed in the context of current literature, and special attention is given to projects from the UK higher education sector intended to address the same issues.

Keywords: feed-forward; assessment; practices; technology; technology-enhanced learning

(Published: 27 October 2015)

Citation: Research in Learning Technology 2015, 23: 27078 - http://dx.doi.org/10.3402/rlt.v23.27078

Keywords

feed-forward; assessment; practices; technology; technology-enhanced learning

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