Research-Informed Guidelines for the Development of Adaptively-Released Assessment Feedback (ARAF) Strategies in Higher Education
Community Engagement Type
This publication was originally published as:
Morton, L., Johnson, A., Williams, A., & Northcote, M. (2015, November 29-December 3). Research-informed guidelines for the development of adaptively-released assessment feedback (ARAF) strategies in higher education. Paper presented at the Australian Association for Research in Education (AARE), University of Notre Dame, Fremantle, Western Australia. Retrieved from http://www.aare.edu.au/data/2015_Conference/Full_papers/275_MariaNorthcote_AM.pdf
But when do I get my mark? Students' responsiveness to adaptively released assessment feedback
Partner/Funding Body: OLT Seed Project
Avondale Researchers: Prof Tony Williams, A/Prof Maria Northcote, Dr Lindsay Morton
This project investigated the impact of feedback on student’s behaviour, and the difference that variations in timing, release sequence and expectation of a response make to students behaviour. During this project we firstly explores students' behaviour in response to established feedback systems. Secondly we developed and implemented an adaptive release assessment feedback (ARAF) strategy, to determine if the adaptive release of feedback and marks affect student behaviour. The Transformational Assessment Toolbox that was created from this project is located at: http://assessment.avondale.edu.au/toolboxtat/default.html.
Rate of Impact
2 Medium Impact
Details of Project
Local: Research done at Avondale College.
Morton, Lindsay; Johnson, Alexandra; Williams, Anthony; and Northcote, Maria T., "Research-Informed Guidelines for the Development of Adaptively-Released Assessment Feedback (ARAF) Strategies in Higher Education" (2015). Faculty Engagement . 26.