Transforming Assessment and Feedback: Enhancing Integration and Empowerment in the First Year

  • Nicol D
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Abstract

Formative assessment and feedback are driving forces for student learning. It is, therefore, surprising that they have not previously played a prominent role in thinking and research on the first-year experience in higher education (HE). This publication provides practical recommendations for policy-makers, senior managers and teachers on how to implement institutional change in assessment and feedback practices. These recommendations are based on a review of the research on formative assessment and feedback from the perspective of the first-year experience. The review goes beyond a summary of the literature, however, in that it links the research to the concepts of integration and empowerment - concepts that frame current thinking about the first-year experience. The publication also provides a wide range of practical examples of good practice in implementing formative assessment in different disciplinary contexts.

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APA

Nicol, D. (2008). Transforming Assessment and Feedback: Enhancing Integration and Empowerment in the First Year. Scottish Quality Assurance Agency (QAA) for Higher Education. Retrieved from https://goo.gl/vGhiHt, on June 8, 2018.

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