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Advisor(s)
Abstract(s)
This paper draws upon a wider study on assessment in higher education. It focuses on students’
perceptions of the effectiveness and relevance of feedback in regard to assessment methods and selfregulation of learning. In total, 605 undergraduates participated in the study from five Portuguese public
universities. Data were collected through questionnaires with open and closed-ended questions. Results
revealed that feedback is perceived as more relevant, effective and in a more positive way by students
who are assessed by learner-centred methods than by those assessed by traditional methods. Also,
participants who are assessed by learner-centred methods or mixed methods perceived feedback as more
effective in all phases of self-regulation learning than students who are assessed by traditional methods.
Implications of the findings for feedback and assessment in Higher Education are discussed.
Description
Keywords
Feedback Assessment Self-regulation Learning Higher education
Pedagogical Context
Citation
Pereira, D., Flores, M. A., Simão, A. M. V., & Barros, A. (2016). Effectiveness and relevance of feedback in Higher Education: A study of undergraduate students. Studies in Educational Evaluation, 49, 7-14. https://doi.org/10.1016/j.stueduc.2016.03.004
Publisher
Elsevier