Document Type
Article
Publication Date
2017
Journal
Journal of Assessment and Institutional Effectiveness
Volume Number
7
Issue Number
1-2
Page Numbers
41-68
ISSN
2160-6765
Embargo Period
1-6-2020
ANZSRC / FoR Code
130103 Higher Education| 130303 Education Assessment and Evaluation| 130313 Teacher Education and Professional Development of Educators
Avondale Research Centre
Centre for Advancement of the Scholarship of Teaching and Learning
Reportable Items (HERDC/ERA)
C1
Abstract
The concept of Adaptively-Released Assessment Feedback (ARAF) is relatively new and, to date, has had limited application in the university sector. This article paper looks at the applications of ARAF into the assessment of courses in three different contexts across multiple disciplines at both undergraduate and postgraduate course levels. The article paper outlines the ARAF strategies and their potential for promoting a deeper learning process by enhancing student engagement with feedback. Qualitative data from students are utilized to understand student perceptions of ARAF strategies. Students reported that ARAF increased engagement with assessment feedback and, in some cases, provoked deeper reflection and encouraged them to plan their approach to future assessment tasks. Keywords: quantitative feedback, qualitative feedback, adaptively-released assessment feedback (ARAF) strategies, assessment design
Link to publisher version (DOI)
https://dx.doi.org/10.5325/jasseinsteffe.7.1-2.0041
Peer Review
Before publication
Grant Number
SD14-4414
Recommended Citation
Northcote, M., Morton, L., Williams, A., Kilgour, P., & Hattingh, S. (2017). Transforming assessment feedback design: Students’ responses to adaptively-released assessment feedback (ARAF) strategies. Journal of Assessment and Institutional Effectiveness, 7(1-2), 41-68. doi:10.5325/jasseinsteffe.7.1-2.0041
Associated Research Project
https://research.avondale.edu.au/research_documentation/18/
Comments
Copyright © 2018 The New England Educational Assessment Network.
This article is used by permission of The Pennsylvania State University Press.
The article available for download is the pre-published version of the article as accepted by the publisher.