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Use of digital technology to capture and support student progress across a taught postgraduate programme

Use of digital technology to capture and support student progress across a taught postgraduate programme

Hughes, Gwyneth, Hawkes, Denise and Neumann, Paul (2017) Use of digital technology to capture and support student progress across a taught postgraduate programme. In: Hughes, Gwyneth, (ed.) Ipsative Assessment and Personal Learning Gain: Exploring International Case Studies. Palgrave, London, UK, pp. 105-128. ISBN 978-1137565013 (doi:https://doi.org/10.1057/978-1-137-56502-0_6)

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Abstract

Successful implementation of ipsative assessment and feedback is dependent on recording of past assessments and making these records accessible to both learners and assessors. In this case study digital technology was used to capture a ‘feedback history’ for learners and also to help students reflect on feedback between assessments. The process was piloted successfully with a taught postgraduate research programme and helped the programme leader make decisions on the progression of weaker students. Meanwhile there was evidence of improvement in student reflections on feedback. There are some questions raised about who might have access to digital student assessment histories and the chapter puts these in a context of growing interest in learner analytics.

Item Type: Book Section
Uncontrolled Keywords: assessment, testing and evaluation
Subjects: H Social Sciences > HB Economic Theory
Faculty / Department / Research Group: Faculty of Business
Faculty of Business > Department of International Business & Economics
Last Modified: 13 Aug 2019 11:48
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/23877

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