Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on assessment 1 and assessment 2 (examination) were taken as pre- and post-test scores. Results revealed increased assessment scores for the checklist group, compared to those who received conventional feedback. Focus group data indicated that students particularly liked elements of the checklist as a feedback method, but potential drawbacks were also highlighted. Implications and future use of the checklist is then discussed.
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This is an electronic version of an article published in Assessment and Evaluation in Higher Education, 39 (2), pp. 253-262. Assessment and Evaluation in Higher Education is available online at: http://www.tandfonline.com/doi/abs/10.1080/02602938.2013.822845
Wakefield, C., Adie, J. W., Pitt, E., & Owens, T. (2014). Feeding forward from summative assessment: The Essay Feedback Checklist as a learning tool. Assessment and Evaluation in Higher Education, 39(2), 253-262. https://doi.org/10.1080/02602938.2013.822845