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• W2584275451 abstract "Overview: In 2015 we received an E-Learning Development Grant of £2,000 from UCL Digital Education toinvestigate how digital feedback could maximise engagement with assessment criteria.Our context was the Topics in Microeconomics module, taken by 96 2nd year undergraduates from threedifferent programmes. The module was assessed through a final exam (worth 75% of the final mark) anda coursework (25% of the final mark). Both the exam and the four-part coursework included essaywriting, calculations, and production of graphs. They were preceded by an optional formativeassessment which required students to solve half of a past-exam paper. This study explored thestudents' experiences as they undertook the formative assessment and summative coursework, focusingon their use of the marking criteria and their perceptions of the feedback they received. They engagedwith marking criteria and feedback first in Moodle Assignment and second in Turnitin Assignment. / Methods:To investigate how students used the marking criteria and feedback and how they encountered thefeedback they received on this course, we conducted an initial voluntary survey of their views onassessment criteria and feedback (response rate: 52%; number of respondents: 50). We explored therelationship between these views and other information drawn from data routinely and automaticallycollected within UCL, including past marks, performance on Topics in Microeconomics, attendance andinformation collected through Students Evaluation Questionnaires. A self-selected sample of 9 studentsparticipated in more depth by recording their responses to a set of questions at the time theyencountered their formative and summative feedback. They also took part in a focus group discussingtheir experience with feedback on Topics in Microeconomics. Transcripts were analysed using NVivo. / FindingsThe survey illustrated clearly that students engage little with the marking criteria and find it difficult touse them to improve their performances. It also showed that the students who did use the criteria didnot necessarily find it easier to judge the quality of their own work or to understand the feedback ormark they had received.Using information about assessment performance in Topics in Microeconomics, we show that thestudents who submitted the voluntary formative assessment did better in their summative coursework.Their marks are on average 4 points above the marks of those who did not submit their formativecoursework. This difference is statistically significant and robust to the addition of a number of controlssuch as performances in Introduction to Microeconomics (a compulsory pre-requisite for Topics inMicroeconomics), attendance, and a measure of conscientiousness (tutor assessed efforts in tutorials).Thus this demonstrates the benefits of engaging with the marking criteria and receiving feedback ontheir work.In the Student Evaluation Questionnaire for the course, students also reported to be satisfied overallwith Topics in Microeconomics and for all questions relating to assessment and feedback in particular,they reported positive views on average. However, the analysis of the information collected throughfeedback walk-through and the final focus group shows that students' expectations about feedbackhad not been met.The recordings and focus group data allowed us to summarise what participants considered to behelpful and unhelpful, along with any remedy they proposed." @default.
• W2584275451 created "2017-02-10" @default.
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• W2584275451 date "2016-08-01" @default.
• W2584275451 modified "2023-09-28" @default.
• W2584275451 title "How can we use online feedback to maximise engagement with the assessment criteria? UCL E-Learning Development Grant project report, August 2016" @default.
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