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Saunders, Roger (2014) Improving Student Performance Through Enhanced Feedback. The International Journal of Management Education, 12 (2). 167 - 176. ISSN 1472-8117
Full text not available from this repository.Abstract
A first year core marketing module (300 students) suffered from a lack of engagement by students outside of the ‘lecture’ environment, limited opportunity for formative feedback, poor student evaluation of feedback and weak achievement in summative assessment. A number of changes were made to a first year core marketing module to see if an increase in formative feedback, facilitated by increased student engagement would increase achievement. These included; removing the ‘lecture’ content and replacing it with narrated Powerpoint presentations on-line; requiring students to prepare 6 discussion papers in advance of teaching sessions which were then peer reviewed, discussed in class and an anonymised sample being lecturer reviewed in detail and posted on-line; teaching sessions also utilised a series of quizzes based on ‘lecture’ content, which were done as group activities along with a series of other group tasks that involved apply knowledge and presenting results that were then responded to by staff.
| Item Type: | Article |
|---|---|
| Additional Information: | Staff and students at the University of Worcester can access the full-text via the UW online library search. External users should check availability with their local library or Interlibrary Requests Service. |
| Uncontrolled Discrete Keywords: | teaching assessment feedback |
| Divisions: | College of Business, Psychology and Sport > Worcester Business School |
| Related URLs: | |
| Depositing User: | Roger Saunders |
| Date Deposited: | 16 Jun 2019 04:16 |
| Last Modified: | 17 Jun 2020 17:30 |
| URI: | https://worc-9.eprints-hosting.org/id/eprint/8217 |
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