This study presents a small scale study, which focuses on the impact of “Formative Feedback First” a collaborative intervention made on a final year module undertaken by all one year “top up” students. The majority of these students are international, many of whom are not only new to the university but also to the country. The “Formative Feedback First” intervention is twofold in nature, the initial stage is to provide formative feedback on a 600-800 word proposal supported by a minimum of three journals / authoritative sources; the second stage is to capture the student’s reflection on the intervention via the use of Gibbs (1988) reflective cycle. This intervention is regarded as low risk as the proposal is not formally marked but timely feedback is provided via the use of a “Formative Feedback First” matrix which has been specifically developed for this purpose. The matrix consists of indicative degree classifications, across four criteria which are knowledge and understanding, theory and practice recognition, use of resources and references and presentation, structure and language. The written feedback is to be returned to the student during a one to one tutorial which will permit verbal clarification of points raised and questions to be raised by both parties. It is anticipated that the intervention will provide the opportunity to give formative feedback in a low risk setting prior to any summative feedback. This aims to give the international students the chance to develop the necessary skills and culturally adjust, i.e. close any gap (Sadler, 1989) between their actual performance and that of a desired standard, in time before the assessments are done in a high risk setting.
|Published - 12 Apr 2011
|North East Universities (3 Rivers Consortium) 2011 Regional Learning and Teaching Conference - Northumbria University, Newcastle upon Tyne
Duration: 12 Apr 2011 → …
|North East Universities (3 Rivers Consortium) 2011 Regional Learning and Teaching Conference
|12/04/11 → …