Integrated Assessment and Feedback Practices and Effective Transition to Junior Honours
DOI:
https://doi.org/10.14297/jpaap.v5i2.286Keywords:
Feedback, skills development, scientific writing, student expectations and student experienceAbstract
This study focused on a newly implemented large science course whose main aim was to prepare students effectively for Junior Honours, and whose learning outcomes included the development of core competencies in scientific learning such as scientific writing and critical thinking. It provided fully integrated essay assignments with preparatory and supportive learning activities, and with multimodal feedback and feedforward opportunities. This study investigated the long-lasting impacts of these integrated assessment and feedback practices on the development of scientific writing and critical thinking skills in Year 2 undergraduate students. It examined the benefits on the students’ learning experience and academic performance in Year 2 and analysed their conveyance to Junior Honours. This longitudinal study over two years combined both quantitative and qualitative approaches to investigate the students’ academic performance in scientific writing tasks, the students’ perceptions of their scientific writing skills and of their abilities to do well in Year 3. The results showed that although less current students felt confident in their skills development than the previous cohort, they actually performed better in Year 3. The findings also showed that a large proportion of students from both cohorts were unsure about their abilities to perform well in the subsequent year as they didn’t know the work standards expected. These results illustrate i) the need to help students reflect on their performance and skills development and ii) the importance of clarifying the expectations of each year level to ensure more efficient transitions across years. We suggest that all learning activities (including assessment, feedback and skills development activities) should be considered from a global programme view rather than in isolation within in each course. This should clarify the conveyance of learning experiences benefits across year levels and help students reflect better on their skills development through their degree.
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