Choosing Appropriate Assessment and Feedback Methods

Sridevi Yerrabati


It is important that an assessment provides students with an opportunity to learn and therefore inappropriate assessments will only mean that students will take a superficial approach to learning and may exit the university without developing the abilities and attributes that the employer or the University value in them. Hence, use of appropriate assessments and feedback are vital for not only enhancing students learning experience but also to ensure they gain a deeper understanding of concepts.


Assessment; Feedback; Deeper Learning

Full Text:




Biggs, J. and Tang, C. 2007. Teaching for quality learning at university: What the student does (3rd ed). Maidenhead, Berkshire: Open University Press.

Brookfield, S. 1995. Becoming a critically reflective teacher. Jossey-Bass: San Francisco.

Brown, S. Rust, C. and Gibbs, G. 1994. Involving students in the assessment process, in Strategies for Diversifying Assessments in Higher Education, Oxford: Oxford Centre for Staff Development.

Chamberlain, C., Dison, L., Button, A. 1998. Lecturer feedback – implications for developing writing skills: A South African perspective. HERDSA Annual International Conference. New Zealand.

Cross, K. P. 1981. Adults as learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.

Elton, L. 1987. Teaching in higher education: Appraisal and training. London: Kongan Page.

Fredericksen, J and Collins, A. 1989. Systems approach educational testing. Educational Researcher, 18 (9), pp 27 – 32.

Gibbs, G. Simpson, C. and Macdonald, R. 2003. Improving student learning through changing assessment – a conceptual and practical framework. European Association for Research into Learning and Instruction Conference, Padova, Italy.

Gibbs, G., and Simpson, C. 2004. Conditions under which assessment supports student’s learning. Learning and Teaching in Higher Education, 1 (1), pp: 1 – 31.

Gibbs, G. 2006. How assessment frames student learning in: Bryan, C and Clegg, K (eds) Innovative assessment in higher education, Routledge, London.

Hounsell, D. 1987. Essay writing and the quality of feedback. In student learning: Research in education and cognitive psychology, ed. J.T.E. Richardson, M.W.Eysenck, and D. Warren-Piper, 109 – 19. Open University Press and Society for Research into Higher Education.

Hyland, P. 2005. Learning from feedback on assessment. In the practice of university history teaching, pp: 233 – 47. Manchester University Press.

Kolb, D. A. 1976. The learning style inventory: Technical manual. McBer & Co, Boston, MA.

Kolb, D. A. 1984. Experiential learning: Experiences as the source of learning and development (Vol.1). Englewood Cliffs, NJ: Prentice-Hall.

Knowles, M. 1980. The modern practice of adult education: Andragogy versus pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.

Knowles, M. et al. 1984. Andragogy in action: Applying modern principles of adult education, San Francisco: Jossey Bass.

Knox, A. B. 1986. Helping adults learn: San Francisco: Jossey-Bass.

MacKeracher, D. 2012. The role of experience in transformational learning. In E.W. Taylor & P. Craton (Eds.), Handbook of transformative learning: Theory, research and practice up, pp: 342 – 354. San Francisco: Jossey – Bass.

McInnis, C., James, R., and Hartley, R. 2000. Trends in the first year experience in Australian universities. Canberra: Centre for the Study of Higher Education, University of Melbourne.

Mezirow, J. 2000. Learning to think like an adult: Core concepts of transformation theory. In Mezirow, J. Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey - Bass Publishers.

Ramsden, P. 1992. Learning to teach in higher education. London: Routledge.

Tennant, M. 1988. Psychology and adult learning, London: Routledge.

Tough, A. 1971. The adult’s learning projects. Toronto: Ontario institute for studies in education.



  • There are currently no refbacks.