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Conference Paper: Implementing effective holistic assessment feedback practice in postsecondary learning context
Title | Implementing effective holistic assessment feedback practice in postsecondary learning context |
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Authors | |
Issue Date | 2017 |
Publisher | American Educational Research Association. |
Citation | American Educational Research Association (AERA) 2017 Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, 27 April - 1 May 2017 How to Cite? |
Abstract | While much is known about good assessment feedback principles (Author, 2013), effective implementation of such practices within disciplines and across institutions to ensure that all students have equal access to assessment feedback practices remains a global concern (Author et al., 2015). This paper reports on the development and implementation of an inclusive and holistic assessment feedback framework that can be used effectively with students and academics to enhance assessment feedback practice in post-secondary learning environments at both the discipline and institutional level. The framework is underpinned by a self-regulatory approach to practice and an inclusive critical pedagogical stance. The framework is informed by extensive assessment feedback research across disciplines and has evolved through implementation within post-secondary contexts. |
Description | Roundtable Session 24: 56.081-13 - Using Assessment to Improve Learning, Courses, and Student Persistence |
Persistent Identifier | http://hdl.handle.net/10722/258209 |
DC Field | Value | Language |
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dc.contributor.author | Evans, C | - |
dc.contributor.author | Waring, M | - |
dc.contributor.author | Zhang, LF | - |
dc.date.accessioned | 2018-08-22T01:34:41Z | - |
dc.date.available | 2018-08-22T01:34:41Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | American Educational Research Association (AERA) 2017 Annual Meeting: Knowledge to Action: Achieving the Promise of Equal Educational Opportunity, San Antonio, Texas, USA, 27 April - 1 May 2017 | - |
dc.identifier.uri | http://hdl.handle.net/10722/258209 | - |
dc.description | Roundtable Session 24: 56.081-13 - Using Assessment to Improve Learning, Courses, and Student Persistence | - |
dc.description.abstract | While much is known about good assessment feedback principles (Author, 2013), effective implementation of such practices within disciplines and across institutions to ensure that all students have equal access to assessment feedback practices remains a global concern (Author et al., 2015). This paper reports on the development and implementation of an inclusive and holistic assessment feedback framework that can be used effectively with students and academics to enhance assessment feedback practice in post-secondary learning environments at both the discipline and institutional level. The framework is underpinned by a self-regulatory approach to practice and an inclusive critical pedagogical stance. The framework is informed by extensive assessment feedback research across disciplines and has evolved through implementation within post-secondary contexts. | - |
dc.language | eng | - |
dc.publisher | American Educational Research Association. | - |
dc.relation.ispartof | AERA (American Educational Research Association) Annual Meeting, 2017 | - |
dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
dc.title | Implementing effective holistic assessment feedback practice in postsecondary learning context | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Zhang, LF: lfzhang@hkucc.hku.hk | - |
dc.identifier.authority | Zhang, LF=rp00988 | - |
dc.identifier.hkuros | 287107 | - |
dc.publisher.place | United States | - |