Giving Formative Feedback in Higher Education

Abstract

There is substantial interest in increased use of formative assessment in higher education. We report on the introduction of a minimal formative assessment measure. Tutors on a level one undergraduate psychology course provided assessment of individual student contribution to tutorials. Using a combination of rating scales and open-ended questions, we examined student (n = 49) and tutor (n = 8) perceptions of the impact of this assessment measure. Students reported increases in their perceptions of preparation, contribution, motivation and reward as a result of the assessment, whereas tutors did not. Implications for higher education practice and theory are discussed.