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Formative feedback through summative tutorial-based assessments: the relationship to student performance
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posted on 2014-09-03, 00:00 authored by Luckmika Perera, Hoa NguyenHoa Nguyen, Kim WattyKim WattyThis paper investigates the effectiveness (measured using assignment and examination performance) of an assessment design incorporating formative feedback through summative tutorial-based assessments to improve student performance, in a second-year Finance course at an Australian university. Data was collected for students who were enrolled in an undergraduate Finance course and analyzed to ascertain performance improvements. The results indicate that there is a relationship between formative feedback through the use of summative tutorial-based assessments and student performance. Our empirical evidence enriches the extant literature surrounding the effectiveness of formative feedback through summative tutorial-based assessments and fosters an interest in assessment designs that provide formative feedback.
History
Journal
Accounting educationVolume
23Issue
5Pagination
424 - 442Publisher
Routledge (Taylor and Francis)Location
Abingdon, EnglandPublisher DOI
ISSN
0963-9284eISSN
1468-4489Language
engPublication classification
C1 Refereed article in a scholarly journal; C Journal articleCopyright notice
2014, Taylor & FrancisUsage metrics
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