'...do that and I'll raise your grade'. Innovative module design and recursive feedback

Teaching in Higher Education

Volumn 12, Issue 4, 2007, Pages 437-445

  Prowse, Steve ^a   Duncan, Neil ^a   Hughes, Julie ^a   Burke, Deirdre ^a  

^a UNIVERSITY OF WOLVERHAMPTON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547108360     PISSN: 13562517     EISSN: 14701294     Source Type: Journal    
DOI: 10.1080/13562510701415359     Document Type: Article

References (17)

1. Bennett, R. (2003) Determinants of undergraduate student drop out rates in a university business studies department. Journal of Further and Higher Education, 27:2, pp. 123-141.
2. Chanock, K. (2000) Comments on essays: Do students understand what tutors write?. Teaching in Higher Education, 5:1, pp. 95-106.
3. Ding, L. (1998) Revisiting assessment and learning: Implications of students' perspectives on assessment feedback, paper presented at the. University of Dundee, University of Dundee
4. Duncan, N., Prowse, S., Wakeman, C. and Harrison, R. (2005) Learning and teaching projects 2003/04. Supporting students through innovation and research, University of Wolverhampton, Wolverhampton
5. Ecclestone, K. (1998) 'Just tell me what to do' barriers to assessment-in-learning in higher education, paper presented at the. University of Dundee, University of Dundee
6. (2005) Learning and teaching projects 2003/04. Supporting students through innovation and research, University of Wolverhampton, Wolverhampton
7. Higgins, R., Hartley, P. and Skelton, A. (2002) The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27:1, pp. 53-64.
8. Hyland, P. (2000) Learning from feedback on assessment. The practice of university history teaching, Manchester University Press, Manchester
9. Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D. and Smith, B. (2004) The Higher Education Academy Generic Centre, The Higher Education Academy Generic Centre, York
10. Lea, M. and Street, B. (2000) Student writing and staff feedback in higher education: An academic literacies approach. Student writing in higher education: New contexts, Open University Press/Society for Research into Higher Education, Buckingham
11. Orsmond, P., Merry, S. and Callaghan, A. (2004) Implementation of a formative assessment model incorporating peer and self assessment. Innovations in Education and Teaching International, 41:3, pp. 273-290.
12. Quality Assurance Agency (2004) University of Wolverhampton institutional audit, QAA, Gloucester
13. (2005) Benchmark statements in education studies
14. Rhodes, C. and Nevill, A. (2004) Academic and social integration in higher education: A survey of satisfaction and dissatisfaction within a first-year education studies cohort as a new university. Journal of Further and Higher Education, 28:2, pp. 179-193.
15. Taras, M. (2003) To feedback or not to feedback in student self-assessment. Assessment and Evaluation in Higher Education, 28:5, pp. 549-565.
16. Winter, C. and Dye, V. (2005) An investigation into the reasons why students do not collect marked assignments and the accompanying feedback. Learning and teaching projects 2003/04. Supporting students through innovation and research, pp. 133-141. University of Wolverhampton, Wolverhampton
17. Yorke, M. (2001) Turn first-semester assessments into richer learning experiences. Innovations in Education and Teaching International, 38:3, pp. 277-278.