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Effectiveness and relevance of feedback in Higher Education

2016-06Journal article Open access
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dc.contributor.authorPereira, Diana
dc.contributor.authorFlores, M. A.
dc.contributor.authorVeiga Simão, Ana
dc.contributor.authorBarros, Alexandra
dc.date.accessioned2025-02-21T16:44:50Z
dc.date.available2025-02-21T16:44:50Z
dc.date.issued2016-06
dc.date.updated2024-02-15T18:34:38Z
dc.description.abstractThis 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.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationPereira, 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.2016.03.004pt_PT
dc.identifier.doi10.1016/j.stueduc.2016.03.004pt_PT
dc.identifier.eid2-s2.0-84962339070
dc.identifier.eissn1879-2529
dc.identifier.issn0191-491X
dc.identifier.slugcv-prod-2029978
dc.identifier.urihttp://hdl.handle.net/10400.5/98636
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherElsevierpt_PT
dc.relationAVALIAÇÃO NO ENSINO SUPERIOR E QUALIDADE DAS APRENDIZAGENS: CRENÇAS, PRÁTICAS E IMPLICAÇÕES
dc.relation.publisherversionhttps://www.sciencedirect.com/science/article/pii/S0191491X15300407pt_PT
dc.subjectFeedbackpt_PT
dc.subjectAssessmentpt_PT
dc.subjectSelf-regulationpt_PT
dc.subjectLearningpt_PT
dc.subjectHigher educationpt_PT
dc.titleEffectiveness and relevance of feedback in Higher Educationpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.awardTitleAVALIAÇÃO NO ENSINO SUPERIOR E QUALIDADE DAS APRENDIZAGENS: CRENÇAS, PRÁTICAS E IMPLICAÇÕES
oaire.awardURIinfo:eu-repo/grantAgreement/FCT/FARH/SFRH%2FBD%2F76175%2F2011/PT
oaire.citation.endPage14pt_PT
oaire.citation.startPage7pt_PT
oaire.citation.titleStudies in Educational Evaluationpt_PT
oaire.citation.volume49pt_PT
oaire.fundingStreamFARH
person.familyNameRibeiro Pereira
person.familyNameFernandes
person.familyNameVeiga Simão
person.familyNameBarros
person.givenNameDiana Alexandra
person.givenNameMaria Assunção Flores
person.givenNameAna
person.givenNameAlexandra
person.identifier.ciencia-id1A1E-14D9-895E
person.identifier.ciencia-idF413-41DA-632A
person.identifier.ciencia-id3816-04FD-C6E5
person.identifier.ciencia-idF31F-859B-8411
person.identifier.orcid0000-0002-3550-1855
person.identifier.orcid0000-0002-4698-7483
person.identifier.orcid0000-0003-3652-5573
person.identifier.orcid0000-0003-4936-000X
person.identifier.ridN-1121-2016
person.identifier.scopus-author-id54974120700
person.identifier.scopus-author-id56092622700
project.funder.identifierhttp://doi.org/10.13039/501100001871
project.funder.nameFundação para a Ciência e a Tecnologia
rcaap.cv.cienciaidF31F-859B-8411 | ALEXANDRA MARIA JANUÁRIO FIGUEIREDO DE BARROS
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
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