Use of learning gain measurements to compare teacher-centric and student-centric feedback in higher education

Published

Book Section

© The Author(s) 2017. This chapter explores the measurement of a cohort’s average learning gain in a comparative study of teacher and student feedback in developing intercultural conflict resolution skills in higher education. Findings from the study indicated that with both teacher-centric and student-centric feedback, students improved over time and small differences in the learning gains from the assessments were not significant. However, comparison of test results does not give a full picture and other factors to take into consideration are explored. There was also the opportunity to re-test student performance three weeks after their final assessment to estimate the longevity of any learning gains and this indicated that much learning was not retained. The use of learning gain data is also scrutinised to understand both the strengths and weaknesses of using learning gain cohort data to make pedagogic choices.

Full Text

Duke Authors

Cited Authors

  • Hoo, HT; Hughes, G

Published Date

  • January 1, 2017

Book Title

  • Ipsative Assessment and Personal Learning Gain: Exploring International Case Studies

Start / End Page

  • 173 - 195

International Standard Book Number 13 (ISBN-13)

  • 9781137565013

Digital Object Identifier (DOI)

  • 10.1057/978-1-137-56502-0_9

Citation Source

  • Scopus