Beyond feedback: developing student capability in complex appraisal

Sadler, D. Royce (2010) Beyond feedback: developing student capability in complex appraisal. Assessment and Evaluation in Higher Education, 5 35: 535-550. doi:10.1080/02602930903541015

Author Sadler, D. Royce
Title Beyond feedback: developing student capability in complex appraisal
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
Publication date 2010
Sub-type Article (original research)
DOI 10.1080/02602930903541015
Volume 5
Issue 35
Start page 535
End page 550
Total pages 16
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract Giving students detailed feedback about the strengths and weaknesses of their work, with suggestions for improvement, is becoming common practice in higher education. However, for many students, feedback seems to have little or no impact, despite the considerable time and effort put into its production. With a view to increasing its effectiveness, extensive theoretical and empirical research has been carried out into its structure, timing and other parameters. For students to be able to apply feedback, they need to understand the meaning of the feedback statements. They also need to identify, with near certainty, the particular aspects of their work that need attention. For these to occur, students must possess critical background knowledge. This article sets out the nature of that knowledge and how students can acquire it. They must appropriate for themselves three fundamental concepts – task compliance, quality and criteria – and also develop a cache of relevant tacit knowledge.
Keyword Formative assessment
Qualitative judgement
Peer assessment
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ
Additional Notes Special Issue: Approaches to Assessment that Enhance Learning

Document type: Journal Article
Sub-type: Article (original research)
Collection: Institute for Teaching and Learning Innovation Publications
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Citation counts: TR Web of Science Citation Count  Cited 93 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 159 times in Scopus Article | Citations
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Created: Tue, 30 Apr 2013, 16:27:30 EST by Ms Kathleen Mcleod on behalf of Teaching & Educational Development Institute