Frequent rapid feedback, feed-forward, and peer learning, for enhancing student engagement in online portfolio assessment (Webinar)

Nicholson, DT (2018) Frequent rapid feedback, feed-forward, and peer learning, for enhancing student engagement in online portfolio assessment (Webinar). Assessment in Higher Education, University of Cumbria. (Unpublished)

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Abstract

This paper presents outcomes from a 3-year initiative to enhance student engagement through weekly summative and formative feedback. The research concerns a first year undergraduate, tutorials-supported, academic skills module, with an assessed online portfolio. In phases 1 and 2, half the student cohort submitted a printed portfolio, while half completed an online portfolio. In the final phase, all students completed an online portfolio (c.190 students). The research design has enabled a robust comparison of the influence of assignment mode on the efficacy of marking and feedback, attainment, student engagement, and tutorial management.