This paper presents the results of a small scale action research project in which a group of seven Year 2 undergraduate initial teacher education (ITE) students experienced three interventions which were concerned with feedback on essay assignments—provision of traditional written tutor feedback; completion of a tutor feedback analysis worksheet; and an experience of peer marking, with an opportunity for resubmission of work. After each intervention students were asked to refl ect on the effectiveness of the intervention. The paper presents a brief overview of recent research on the topic of assignment feedback, and the results of this project are considered in the context of this.
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