Making internal feedback explicit: harnessing the comparisons students make during two-stage exams

Published on Jun 28, 2021in Assessment & Evaluation in Higher Education
· DOI :10.1080/02602938.2021.1934653
Nicol D1
Estimated H-index: 1
,
David Nicol21
Estimated H-index: 21
(Glas.: University of Glasgow)
+ -1 AuthorsSelvaretnam G1
Estimated H-index: 1
Sources
Abstract
References33
Newest
Students generate internal feedback by comparing their current knowledge against some reference information. That information might be planned for by teachers – usually as comments on students’ per...
14 CitationsSource
#1David Nicol (Glas.: University of Glasgow)H-Index: 21
#2Suzanne McCallum (Glas.: University of Glasgow)H-Index: 1
This article explores peer review through the lens of internal feedback. It investigates the internal feedback that students generate when they compare their work with the work of peers and with co...
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#1Zi Yan (HKU: University of Hong Kong)H-Index: 11
AbstractDespite the theoretical argument and empirical evidence regarding the impact of self- assessment on academic achievement and self-regulated learning (SRL), the mechanism for this impact is ...
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#1Ernesto Panadero (UAM: Autonomous University of Madrid)H-Index: 26
#2Jaclyn Broadbent (Deakin University)H-Index: 16
Last. Jason M. Lodge (UQ: University of Queensland)H-Index: 16
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Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two s...
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AbstractExams are increasingly being used as learning tools in the form of collaborative assessments as opposed to their traditional use as a summative assessment tool for verifying individual student learning. Despite the growing popularity of collaborative assessments, few studies test the differential effects of collaborative assessments (versus traditional assessments) on student learning. This paper analyzes 16 empirical studies from various disciplines and investigates the extent to which ...
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#1Heidi L. AndradeH-Index: 1
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#1Dan Levy (Harvard University)H-Index: 48
#2Mae Klinger (Harvard University)H-Index: 1
Last. Theodore Svoronos (Harvard University)H-Index: 5
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Two-stage examinations consist of a first stage in which students work individually as they typically do in examinations (stage 1), followed by a second stage in which they work in groups to complete another examination (stage 2), which typically consists of a subset of the questions from the first examination. Data from two-stage midterm and final examinations are used to assess the extent to which individuals improve their performance when collaborating with other students. On average, the gro...
1 CitationsSource
#1Kiran Bisra (SFU: Simon Fraser University)H-Index: 1
#2Qing Liu (SFU: Simon Fraser University)H-Index: 4
Last. Philip H. Winne (SFU: Simon Fraser University)H-Index: 68
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Self-explanation is a process by which learners generate inferences about causal connections or conceptual relationships. A meta-analysis was conducted on research that investigated learning outcomes for participants who received self-explanation prompts while studying or solving problems. Our systematic search of relevant bibliographic databases identified 69 effect sizes (from 64 research reports) which met certain inclusion criteria. The overall weighted mean effect size using a random effect...
30 CitationsSource
#1Qiyun Zhu (Guangdong University of Foreign Studies)H-Index: 1
#2David Carless (Guangdong University of Foreign Studies)H-Index: 34
ABSTRACTPeer feedback carries a number of potential benefits to students, yet how they learn in the process remains under-researched. Building on ideas of feedback as dialogue, this study aims to u...
37 CitationsSource
#1Bart Huisman (LEI: Leiden University)H-Index: 7
#2Nadira Saab (LEI: Leiden University)H-Index: 16
Last. Paul van den Broek (LEI: Leiden University)H-Index: 59
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AbstractWithin the higher education context, peer feedback is frequently applied as an instructional method. Research on the learning mechanisms involved in the peer feedback process has covered aspects of both providing and receiving feedback. However, a direct comparison of the impact that providing and receiving peer feedback has on students’ writing performance is still lacking. The current study compared the writing performance of undergraduate students (N = 83) who either provided or recei...
55 CitationsSource
Cited By3
Newest
Source
Students generate internal feedback by comparing their current knowledge against some reference information. That information might be planned for by teachers – usually as comments on students’ per...
14 CitationsSource
#1David Nicol (Glas.: University of Glasgow)H-Index: 21
#2Suzanne McCallum (Glas.: University of Glasgow)H-Index: 1
This article explores peer review through the lens of internal feedback. It investigates the internal feedback that students generate when they compare their work with the work of peers and with co...
1 CitationsSource