Enhancing Learning through Formative Assessment and Feedback

By A. Irons. 2007

472 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/71cc43310e5672ba7ea6bd1f7204f134862495c2

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In Education

Citations in the corpus

The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills * (2018, background): “According to Irons (2008), formative assessment improved students’ attitudes toward learning”
Feedback on feedback practice: perceptions of students and academics (2017, background): “This could potentially be due to staff workloads and, as suggested by Irons (2007), a desire for paper evidence of the feedback provided for external review.”
Towards a personal best: a case for introducing ipsative assessment in higher education (2011, background): “Yet, on the other hand high stakes assessment is pressurising and learners who are judged on a large number summative assessments may not feel they have time for learning development (Irons, 2008).”
Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models (2017, background): “Furthermore, high-quality and timely feedback for formative assessment is a critical factor in both improving student learning and also developing staff–student and student–student relationships (Crook et al., 2012; Irons, 2008).”
The role of feedback in cross-cultural learning: a case study of Chinese taught postgraduate students in a UK university (2013, background): “This receives some implicit recognition in literature that bemoans the commonly one-way nature of feedback and the ‘squeezing out of dialogue’ in higher education (Nicol 2010), but is rarely addressed explicitly (but see Irons 2008, 25–6).”