This article presents an informed reflection on the evolution of teacher-to-learner feedback provided on written assignments in first-year university mathematics subjects. The feedback provided addresses not only mathematical accuracy and skills, but also the development of graduate attributes, such as discipline-appropriate written communication. Effective and efficient practices that have been collectively refined and enhanced, for more than a decade, are described and examined. This model for formative assessment in mathematics subjects is critiqued in the light of the scholarly literature on feedback and assessment. © 2013 © 2013 Taylor & Francis.
CITATION STYLE
Seaton, K. A. (2013). Efficacy and efficiency in formative assessment: An informed reflection on the value of partial marking. International Journal of Mathematical Education in Science and Technology, 44(7), 963–971. https://doi.org/10.1080/0020739X.2013.831490
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