Annotated bibliography on giving feedback on assessment
'Summative Evaluation and Formative Feedback' in Update Vol 1 No 5, 1995. National Education Association.
This 5 page document outlines the differences between formative and summative feedback and their effects on student learning. Two case histories and a generalised action list for development are provided. (accessed October 11, 2005)
Gibbs, G. & Simpson C. (2004-2005) Conditions Under Which Assessment Supports Students’ Learning Learning and Teaching in Higher Education, Issue 1, 2004-05, p.3-31.
Not all assessment at University results in the type of experiences that promote student learning. In this paper (29 pages) many years of assessment research have been analysed and categorised to reveal those aspects of assessment conditions that promote student learning. Conditions 4-10 are specifically about feedback. Gibbs and Simpson write "the intention is that these conditions can be used as a checklist by any teacher wishing to review and make sense of the effectiveness of their own course’s assessment system to support student learning" (p.24). (accessed October 11, 2005)
Gibbs, G. (1992) 4. Assessing More Students. England: Polytechnics & Colleges Funding Council.
This is a booklet which has many practical strategies for assessing more students while still providing rich feedback to promote student learning. The booklet is very easy to read and available at several of our libraries (Call Number: 378.1670941 G442).
Teaching and Educational Development Institute (TEDI) (1998) Grades and feedback.
This 28 page booklet offers a discussion about grades and feedback at the University of Queensland. Please note: UQ uses a 1-7 grading scheme, while UniSA uses a F2, F1, P2, P1, C, D, HD system. The second section deals with feedback. (accessed October 14, 2005).