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Assessment, feedback and marking guides in distance education

Chetwynd, Frances and Dobbyn, Chris (2011). Assessment, feedback and marking guides in distance education. Open Learning, 26(1) pp. 67–78.

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In higher education (HE), effective feedback on student assessments plays a vital role in retention and in the development of self-regulating learners, particularly in the first year. In distance learning, where large population modules are common, assignment feedback is generally supported by standard marking guides, issued to the numerous tutors responsible for assessing student work. In this paper, we develop a taxonomy of feedback and report on the results of a survey of tutor attitudes to, and strategies for, providing feedback on a very large Level 1 Open University module. We analyse the extent to which the marking guides afford adequate support for truly effective feedback, and make a number of recommendations for reworking assessment regimes and marking guides.

Item Type: Article
Copyright Holders: 2011 The Open University
ISSN: 1469-9958
Keywords: assessment; feedback; retention; marking guides
Academic Unit/School: Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications
Faculty of Science, Technology, Engineering and Mathematics (STEM)
Interdisciplinary Research Centre: Centre for Research in Computing (CRC)
Item ID: 26116
Depositing User: Chris Dobbyn
Date Deposited: 10 Mar 2011 16:41
Last Modified: 04 Oct 2016 10:54
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