Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence
This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of their written work. The students were all in the final semester of their final year of study and enrolled on e...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2017-01-01
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| Series: | Higher Education Pedagogies |
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| Online Access: | http://dx.doi.org/10.1080/23752696.2017.1307692 |