Evaluating a formative feedback intervention for international students

Abstract

Assessment is too often concerned with measurement, rather than learning, however, there is a growing interest in research into formative assessment, which appears justified by studies into its effects on learning. Changes in Higher Education which have led to increased numbers of students, many of whom are from non-traditional backgrounds, have highlighted the need for transparency and student involvement in assessment, though the corresponding pressures on staff and on resources mean that many desirable innovations are not easy to implement. The overall aim of this intervention was to provide timely and helpful feedback to international students who are final year-direct entrants in a large Business School; so timeliness of feedback, as well as the development of academic literacy were key concerns. The study concludes that although the FFI intervention did not have a significant impact on module grades, the intervention was successful in getting to engage in academic writing at an early stage. The majority of students perceived the feedback to be helpful; the feedback messages were clearly received and internalised, but whether appropriate actions were taken to close the gap requires further investigation.