Add to ORKGThis 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 ...
The National Strategy for Higher Education to 2030 highlights that whilst modularisation has allowed...
Students construct meaning through relevant learning activities (Biggs, 2003) which are largely dete...
In recent years we have piloted and then adapted our learning, teaching and assessment methods to th...
Assessment is too often concerned with measurement, rather than learning; however, there is a growin...
Assessment is too often concerned with measurement, rather than learning, however, there is a growin...
Assessment is too often concerned with measurement, rather than learning, however, there is a growin...
This study reports on a further iteration of an action research cycle, discussed in Burns and Foo 20...
This study reports on a further cycle of an action research project, discussed in Burns and Foo (201...
Assessment is too often concerned with measurement, rather than learning, however, there is a growin...
Assessment is too often concerned with measurement, rather than learning, however, there is a growin...
Faculty invest considerable effort to provide students with formative feedback. Educational research...
In recent years there have been a number of indications that there are issues with the provision of ...
This study reports on a further iteration of an action research cycle, discussed in Burns and Foo 20...
This study reports on a further iteration of an action research cycle, discussed in Burns and Foo 20...
In recent years we have piloted and then adapted our learning, teaching and assessment methods to th...
The National Strategy for Higher Education to 2030 highlights that whilst modularisation has allowed...
Students construct meaning through relevant learning activities (Biggs, 2003) which are largely dete...
In recent years we have piloted and then adapted our learning, teaching and assessment methods to th...
Assessment is too often concerned with measurement, rather than learning; however, there is a growin...
Assessment is too often concerned with measurement, rather than learning, however, there is a growin...
Assessment is too often concerned with measurement, rather than learning, however, there is a growin...
This study reports on a further iteration of an action research cycle, discussed in Burns and Foo 20...
This study reports on a further cycle of an action research project, discussed in Burns and Foo (201...
Assessment is too often concerned with measurement, rather than learning, however, there is a growin...
Assessment is too often concerned with measurement, rather than learning, however, there is a growin...
Faculty invest considerable effort to provide students with formative feedback. Educational research...
In recent years there have been a number of indications that there are issues with the provision of ...
This study reports on a further iteration of an action research cycle, discussed in Burns and Foo 20...
This study reports on a further iteration of an action research cycle, discussed in Burns and Foo 20...
In recent years we have piloted and then adapted our learning, teaching and assessment methods to th...
The National Strategy for Higher Education to 2030 highlights that whilst modularisation has allowed...
Students construct meaning through relevant learning activities (Biggs, 2003) which are largely dete...
In recent years we have piloted and then adapted our learning, teaching and assessment methods to th...