Evaluating an earlybird scheme: Encouraging early assignment writing and revising

Higher Education Research and Development

Volumn 27, Issue 1, 2008, Pages 69-76

  Unsworth, Kerrie ^a   Kauter, Katherine ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

Author keywords

Assessment; Feedback; Literature reviews

Indexed keywords

EID: 54249124069     PISSN: 07294360     EISSN: 14698366     Source Type: Journal    
DOI: 10.1080/07294360701658773     Document Type: Article

References (21)

1. Bailey, J., & Vardi, I. (1999). Iterative feedback: Impacts on student writing. HERDSA Annual International Conference (pp. 1-14). Melbourne: HERDSA Conference.
2. Beason, L. (1993). Feedback and revision in writing across the curriculum. Research in the Teaching of English, 27(4), 395-422.
3. Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75.
4. Daft, R.L. (1985). Why I recommended that your manuscript be rejected and what you can do about it. In L.L. Cummings & P.J. Frost (Eds.), Publishing in the Organizational Sciences (pp. 193-209). Homewood: Irwin.
5. Ding, L. (1997). Improving assessment feedback in higher education: Voices from students and teachers. British Educational Research Association Annual Conference. University of York.
6. Earley, P.C., Northcraft, G.B., Lee, C., & Lituchy, T.R. (1990). Impact of process and outcome feedback on the relation of goal setting to task performance. Academy of Management Journal, 33(1), 87-105.
7. Erez, M. (1977). Feedback, a necessary condition for the goal-setting performance relationship. Journal of Applied Psychology,62, 454-463.
8. Erez, M., & Kanfer, F.H. (1983). The role of goal acceptance in goal setting and task performance. Academy of Management Review, 8(3), 454-463.
9. Higgins, R., Hartley P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27(1), 53-64.
10. Hyland, P. (2000). Learning from feedback on assessment. In P. Hyland & A. Booth (Eds.), The practice of university history teaching. Manchester: Manchester University Press.
11. Leki, I. (1990). Coaching from the margins: Issues in written response. In B. Kroll (Ed.), Second language writing: Research insights for the classroom (pp. 57-68). Cambridge: Cambridge University Press.
12. Locke, E.A., & Latham, G.P. (1990). A theory of goal setting and task performance. Englewood Cliffs, NJ: Prentice Hall.
13. Mallonee, B.C., & Breihan, J.R. (1985). Responding to students' drafts: Interdisciplinary consensus. College Composition and Communication, 36(2), 213-231.
14. Marton, F., & Saljo, R. (1976). On qualitative differences in learning. I-Outcome and process. British Journal of Educational Psychology, 46(1), 4-11.
15. Mutch, A. (2003). Exploring the practice of feedback to students. Active Learning in Higher Education, 4(1), 24-38.
16. Napoli, A.R., & Raymond, L. A. (2004). How reliable are our assessment data? A comparison of the reliability of data produced in graded and un-graded conditions. Research in Higher Education, 45(8), 921-929.
17. Sitko, B. (1993). Exploring feedback: Writers meet readers. In A. Penrose & B. Sitko (Eds.), Hearing ourselves think: Cognitive research in the college writing classroom (pp. 170-187). New York: Oxford University Press.
18. Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33(2), 148-156.
19. Topping, K.J., Smith, E.F., Swanson, I., & Elliot, A. (2000). Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education, 25(2), 149-169.
20. Uemlianin, I.A. (2000). Engaging text: Assessing paraphrase and understanding. Studies in Higher Education, 25(3), 347-358.
21. Willingham, D.B. (1990). Effective feedback on written assignments. Teaching of Psychology, 17(1), 10-13.