Work to win: formative feedback on demand

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Students are given the opportunity to submit and receive formative feedback on draft pieces of coursework at any stage in the learning process, giving them timely advice that they can act upon, learn from, and resubmit before summative assessment.
Original languageEnglish
Title of host publicationEnhancing student learning through effective formative feedback
Place of PublicationYork
PublisherThe Higher Education Academy
Pages33-35
Number of pages3
ISBN (Print)1904190588
StatePublished - Jun 2004

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Cite this

Simpson, E. (2004). Work to win: formative feedback on demand. In Enhancing student learning through effective formative feedback (pp. 33-35). York: The Higher Education Academy.

Simpson, Edward / Work to win : formative feedback on demand.

Enhancing student learning through effective formative feedback. York : The Higher Education Academy, 2004. p. 33-35.

Research output: Chapter in Book/Report/Conference proceedingChapter

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abstract = "Students are given the opportunity to submit and receive formative feedback on draft pieces of coursework at any stage in the learning process, giving them timely advice that they can act upon, learn from, and resubmit before summative assessment.",
author = "Edward Simpson",
year = "2004",
month = "6",
isbn = "1904190588",
pages = "33--35",
booktitle = "Enhancing student learning through effective formative feedback",
publisher = "The Higher Education Academy",

}

Simpson, E 2004, Work to win: formative feedback on demand. in Enhancing student learning through effective formative feedback. The Higher Education Academy, York, pp. 33-35.

Work to win : formative feedback on demand. / Simpson, Edward.

Enhancing student learning through effective formative feedback. York : The Higher Education Academy, 2004. p. 33-35.

Research output: Chapter in Book/Report/Conference proceedingChapter

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Simpson E. Work to win: formative feedback on demand. In Enhancing student learning through effective formative feedback. York: The Higher Education Academy. 2004. p. 33-35.