Can 'quality marking' be used to provide effective feedback within higher education?

2.50
Hdl Handle:
http://hdl.handle.net/10547/336311
Title:
Can 'quality marking' be used to provide effective feedback within higher education?
Authors:
Elbra-Ramsay, Caroline
Abstract:
Providing written feedback to learners within Higher Education can be a time-consuming and frequently ineffective process, with comments often undervalued or not acted upon. The same concerns exist within the primary sector; marking systems do not always effectively support the principles of Assessment for Learning. This frustration resulted in the development of the 'Quality Marking' model for primary schools (Clarke 1998) which follows an explicit process within which the type of comments, or prompts, used are key. This small scale study has investigated whether 'quality marking' – and in particular the use of scaffold prompts – can be applied to the Higher Education context. A group of final year student teachers within initial teacher training received and acted upon the feedback, as well as completing a series of questionnaires to record their perceptions of the process and its formative value. It is clear from the data gathered that 'quality marking' was viewed as an effective approach. Key identified reasons for this were the likelihood of the feedback to feed forward into future learning, the level of engagement from the learner, the clarity of how to bridge the learning gap, and the beginnings of self-monitoring.
Affiliation:
York St John University
Citation:
Elbra-Ramsay, C. (2011) 'Can 'quality marking' be used to provide effective feedback within higher education?', Journal of Pedagogic Development, 1 (2), pp.16-30.
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Nov-2011
URI:
http://hdl.handle.net/10547/336311
Additional Links:
http://www.beds.ac.uk/jpd/volume-1-issue-2/can-quality-marking-be-used-to-provide-effective-feedback-within-higher-education
Type:
Article
Language:
en
Series/Report no.:
Volume 1; Issue 2
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorElbra-Ramsay, Carolineen
dc.date.accessioned2014-11-28T11:14:04Z-
dc.date.available2014-11-28T11:14:04Z-
dc.date.issued2011-11-
dc.identifier.citationElbra-Ramsay, C. (2011) 'Can 'quality marking' be used to provide effective feedback within higher education?', Journal of Pedagogic Development, 1 (2), pp.16-30.en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/336311-
dc.description.abstractProviding written feedback to learners within Higher Education can be a time-consuming and frequently ineffective process, with comments often undervalued or not acted upon. The same concerns exist within the primary sector; marking systems do not always effectively support the principles of Assessment for Learning. This frustration resulted in the development of the 'Quality Marking' model for primary schools (Clarke 1998) which follows an explicit process within which the type of comments, or prompts, used are key. This small scale study has investigated whether 'quality marking' – and in particular the use of scaffold prompts – can be applied to the Higher Education context. A group of final year student teachers within initial teacher training received and acted upon the feedback, as well as completing a series of questionnaires to record their perceptions of the process and its formative value. It is clear from the data gathered that 'quality marking' was viewed as an effective approach. Key identified reasons for this were the likelihood of the feedback to feed forward into future learning, the level of engagement from the learner, the clarity of how to bridge the learning gap, and the beginnings of self-monitoring.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 1en
dc.relation.ispartofseriesIssue 2en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-1-issue-2/can-quality-marking-be-used-to-provide-effective-feedback-within-higher-educationen
dc.subjectquality markingen
dc.subjecteffective feedbacken
dc.subjectfeedbacken
dc.subjecthigher educationen
dc.titleCan 'quality marking' be used to provide effective feedback within higher education?en
dc.typeArticleen
dc.contributor.departmentYork St John Universityen
dc.identifier.journalJournal of pedagogic developmenten
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