6533b7ddfe1ef96bd12744de
RESEARCH PRODUCT
Engaging with feedback: How do students remediate errors on their weekly quiz
Cillian CopelandEmma HowardMaria MeehanAndrew Parnellsubject
remediation of errorsstudents' practices at university level.[SHS.EDU]Humanities and Social Sciences/Education[MATH.MATH-HO]Mathematics [math]/History and Overview [math.HO][SHS.EDU] Humanities and Social Sciences/Education[MATH.MATH-HO] Mathematics [math]/History and Overview [math.HO]feedbackassessment practices in university mathematics educationdescription
International audience; Maths for Business is a first-year mathematics module for approximately 500 non-mathematics 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.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-04-05 |