Engaging with feedback: How do students' remediate errors on their weekly quiz?

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Title: Engaging with feedback: How do students' remediate errors on their weekly quiz?
Authors: Copeland, CillianHoward, EmmaMeehan, MariaParnell, 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: AssessmentMathematicsEducationFeedbackUniversityError
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

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