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Direct linkHughes, Gwyneth; Smith, Holly; Creese, Brian – Assessment & Evaluation in Higher Education, 2015
This paper considers feedback in the context of modularised programmes in higher education in the UK. It is argued that the self-contained nature of modular assessment may limit feedback dialogue between staff and students to assignment-specific issues, and may impede student progress towards holistic programme-level aims and outcomes. A feedback…
Descriptors: Foreign Countries, Feedback (Response), Student Evaluation, Assignments
