Examining principles of formative and summative feedback
Heron, Gavin (2011) Examining principles of formative and summative feedback. British Journal of Social Work, 42 (2). pp. 276-295. ISSN 0045-3102 (https://doi.org/10.1093/bjsw/bcq049)
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Abstract
The assessment and feedback practices in social work qualifying courses have to include academic rigour and practice relevance. This study explored the way principles of feedback were evident in the formative and summative feedback given to social work students in relation to a case study that was submitted as part of a portfolio. The findings show that some variation exists in the way principles are evidenced, which suggests some tutors are more able to give feedback in relation to certain aspects of the case study. Differences also existed in the alignment of formative and summative feedback and the extent to which it focused on the tasks specific to the assignment. Establishing first and second order principles could help to conceptualise a more dynamic form of feedback and provide better alignment between formative and summative assignments. This might engage and empower students as more effective learners and provide greater consistency in tutor feedback.
ORCID iDs
Heron, Gavin ORCID: https://orcid.org/0000-0002-2238-1532;-
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Item type: Article ID code: 20215 Dates: DateEventMarch 2011Published14 April 2010Published OnlineSubjects: Social Sciences > Social pathology. Social and public welfare
Education > Education (General)Department: Faculty of Humanities and Social Sciences (HaSS) > Social Work and Social Policy > Social Work and Social Policy > Social Work Depositing user: Miss Kelly Docherty Date deposited: 09 Jun 2010 10:40 Last modified: 13 Nov 2024 01:07 URI: https://strathprints.strath.ac.uk/id/eprint/20215