Transforming Assessment Feedback Design: Students’ Responses to Adaptively-Released Assessment Feedback (ARAF) Strategies
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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.
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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
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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