Formative and Summative Feedback using Moodle Marking Guide

This research/case study/initiative was conducted as part themulti-institutional Y1Feedback ([http://www.y1feedback.ie)]www.y1feedback.ie) project, which wasfunded by the  National Forum for the Enhancement of... [ view full abstract ]

This research/case study/initiative was conducted as part themulti-institutional Y1Feedback ([http://www.y1feedback.ie)]www.y1feedback.ie) project, which wasfunded by the  National Forum for the Enhancement of Learningand Teaching. 

Feedback is recognised as one of the most important elements of the assessment process in that it has the potential to provide information to students about how they are progressing with their learning. In light of this, it is essential that tutors consider the significance of feedback and try to package or present it in a way that is beneficial to student learning and is easy to access.  The participants in this study were mature first year (16) students who were studying part-time on a BA in Social Care.  The use of technology to afford feedback to those students, who could access it remotely, was seen to be important in that context.  The course itself was not a distance or blended course.  The aim of this case study was to use a marking guide in moodle gradebook to allow students to self-assess their work before submitting a draft piece of work which would be assessed by the tutor using the same marking guide.  The students discussed the assignment and marking guide with the tutor during the time leading up to the submission of the work and an exemplar of one part of the assignment was provided to students.  The feedback in this case was based on the criteria used in the marking guide and focused on supporting student improvement in relation to their work.  In general, the students were positive about the feedback approach and indicated a willingness to use feedback in the future to improve their work. The tutor found moodle gradebook a little cumbersome for this task but was happy that students received feedback which they could revisit at any time.  

Keywords:  Exemplar; Formative feedback; draft submission; marking guide; socio-constructivist; moodle gradebook