Learner-focused evaluation cycles : facilitating learning using feedforward, concurrent and feedback evaluation

Cathcart, Abby, Greer, Dominique, & Neale, Larry (2014) Learner-focused evaluation cycles : facilitating learning using feedforward, concurrent and feedback evaluation. Assessment & Evalaution in Higher Education, 39(7), pp. 790-802.

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Abstract

There is a growing trend to offer students learning opportunities that are flexible, innovative and engaging. As educators embrace student-centred agile teaching and learning methodologies, which require continuous reflection and adaptation, the need to evaluate students’ learning in a timely manner has become more pressing. Conventional evaluation surveys currently dominate the evaluation landscape internationally, despite recognition that they are insufficient to effectively evaluate curriculum and teaching quality. Surveys often:

(1) fail to address the issues for which educators need feedback,

(2) constrain student voice,

(3) have low response rates and

(4) occur too late to benefit current students.

Consequently, this paper explores principles of effective feedback to propose a framework for learner-focused evaluation. We apply a three-stage control model, involving feedforward, concurrent and feedback evaluation, to investigate the intersection of assessment and evaluation in agile learning environments. We conclude that learner-focused evaluation cycles can be used to guide action so that evaluation is not undertaken simply for the benefit of future offerings, but rather to benefit current students by allowing ‘real-time’ learning activities to be adapted in the moment. As a result, students become co-producers of learning and evaluation becomes a meaningful, responsive dialogue between students and their instructors.

Impact and interest:

3 citations in Scopus
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5 citations in Web of Science®

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ID Code: 65471
Item Type: Journal Article
Refereed: Yes
Additional Information: Published online: 17 Dec 2013
Keywords: Evaluation, Assessment, Feedforward, Feedback, Agile Teaching and Learning, Concurrent Evaluation, Technology, HERN
DOI: 10.1080/02602938.2013.870969
ISSN: 0260-2938
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Divisions: Current > QUT Faculties and Divisions > QUT Business School
Current > Schools > School of Advertising, Marketing & Public Relations
Current > Schools > School of Management
Copyright Owner: Copyright 2013 Taylor & Francis
Deposited On: 19 Dec 2013 05:45
Last Modified: 03 Jun 2015 12:39

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