Engaging with feedback: How do students' remediate errors on their weekly quiz?
Files in This Item:
|INDRUM_Emma_Howard_revision.pdf||394.68 kB||Adobe PDF||Download|
|Title:||Engaging with feedback: How do students' remediate errors on their weekly quiz?||Authors:||Copeland, Cillian; Howard, Emma; Meehan, Maria; Parnell, Andrew C.||Permanent link:||http://hdl.handle.net/10197/11241||Date:||7-Apr-2018||Online since:||2019-12-10T12:10:19Z||Abstract:||Maths for Business is a first-year mathematics module for approximately 500 nonmathematics specialists. It has continuous assessment consisting of ten weekly quizzes, worth 40% of the final mark. In 2016/17, students who did not receive the maximum five marks on their weekly quiz were offered the opportunity to resubmit their quiz, with correction(s) and an explanation of their error(s), for one additional mark. We refer to this process as ‘remediation’. In this paper, we examine how students remediate their errors in order to identify features of a ‘good’ remediation. These features are identification, description, and correction of errors. By analysing a subset of students (n=31), we observe that a student’s quiz mark, and the cognitive level of the quiz question may impact the nature of the remediation provided.||Type of material:||Conference Publication||Keywords:||Assessment; Mathematics; Education; Feedback; University; Error||Other versions:||https://hal.archives-ouvertes.fr/INDRUM2018
|Language:||en||Status of Item:||Peer reviewed||Is part of:||Durand-Guerrier, V., Hochmuth, R. (eds.). Proceedings of INDRUM 2018 Second conference of the International Network for Didactic Research in University Mathematics, April 5-7, 2018, Kristiansand, Norway||Conference Details:||The Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018), Kristiansand, Norway, 5-7 April 2018|
|Appears in Collections:||Mathematics and Statistics Research Collection|
Psychology Research Collection
Insight Research Collection
Show full item record
This item is available under the Attribution-NonCommercial-NoDerivs 3.0 Ireland. No item may be reproduced for commercial purposes. For other possible restrictions on use please refer to the publisher's URL where this is made available, or to notes contained in the item itself. Other terms may apply.