Assisting transition to university: using assessment as a formative learning tool

This study explores the effectiveness of an intervention involving formative assessment in a first-year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and eth...

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Bibliographic Details
Published in:Assessment and evaluation in higher education 2011-03, Vol.36 (2), p.225-237
Main Authors: Fisher, Ron, Cavanagh, Jillian, Bowles, Angela
Format: Article
Language:English
Subjects:
Academic Achievement
Business Education
Colleges & universities
Comparative Testing
Core Curriculum
Data collection
draft assessment
Educational evaluation
Effectiveness studies
Elementary school students
Ethics
Feedback
Feedback (Response)
First year students
formative assessment
Formative Evaluation
Higher education
Intervention
Learning
Management education
Predictor Variables
Program Effectiveness
Research Methodology
Secondary postsecondary transition
Student Adjustment
Student attitudes
summative assessment
Summative Evaluation
transition
Transitional Programs
Transitions
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Summary:This study explores the effectiveness of an intervention involving formative assessment in a first-year core business subject. Students were invited to receive feedback on a draft of their first written assessment during the early weeks of the semester. Consideration is given to the economic and ethical issues raised by the intervention. A multi-method approach of qualitative and quantitative data collection and analysis is used. The research finds that the intervention facilitates significantly higher marks in assessments and grades, while assisting student learning overall. Findings are reinforced by comparison with a subject where the intervention was not offered.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602930903308241