Author Faculty (Discipline)

Education

Document Type

Article

Publication Date

10-2017

Publication Details

This article was originally published as:

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

ISSN: 2160-6765

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

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

Comments

Copyright © 2018 The Pennsylvania State University.

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.

Available for download on Wednesday, January 06, 2021

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