Assessment, feedback and marking guides in distance education

In higher education (HE), effective feedback on student assessments plays a vital role in retention and in the development of self-regulating learners, particularly in the first year. In distance learning, where large population modules are common, assignment feedback is generally supported by stand...

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Bibliographic Details
Published in:Open learning 2011-02, Vol.26 (1), p.67-78
Main Authors: Chetwynd, Frances, Dobbyn, Chris
Format: Article
Language:English
Subjects:
Assessment
Classification
College students
Distance Education
Distance learning
Educational evaluation
Evaluation
Feedback
Feedback (Response)
Higher Education
marking guides
Open Universities
Partnerships in Education
retention
School Holding Power
Student Motivation
Student retention
Students
Surveys
Tutors
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Summary:In higher education (HE), effective feedback on student assessments plays a vital role in retention and in the development of self-regulating learners, particularly in the first year. In distance learning, where large population modules are common, assignment feedback is generally supported by standard marking guides, issued to the numerous tutors responsible for assessing student work. In this paper, we develop a taxonomy of feedback and report on the results of a survey of tutor attitudes to, and strategies for, providing feedback on a very large Level 1 Open University module. We analyse the extent to which the marking guides afford adequate support for truly effective feedback, and make a number of recommendations for reworking assessment regimes and marking guides.
ISSN:0268-0513
1469-9958
DOI:10.1080/02680513.2011.538565