Assessment cycles include the action of using information collected and feeding it back into the course to improve teaching practices and student learning outcomes, but this is often not the reality. This article presents a thematic analysis of 460 studies regarding the research evidence on assessment feedback in higher education from 2000 to 2012 that might suggest there are concrete reasons as to why the gaps are not closed as often as we believe they should be. In addition to summarizing the literature and type of research represented in this body of literature, the author identifies principles of effective assessment feedback practice – including self and peer assessment, core themes, and the instructor’s ability to maximize the students’ ability to benefit from the assessment feedback.
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83(1), 70–120.
Research Now brings together faculty members interested in discussing current research in the area of teaching and learning in higher education. Each monthly meeting will feature a new research article that addresses a current topic or issue in this area. All faculty are welcome to attend and propose articles for discussion.
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