Formative assessment and feedback for learning in higher education: A systematic review

Morris, Rebecca; Perry, Thomas; Wardle, Lindsey

Abstract

Feedback is an integral part of education and there is a substantial body of trials exploring and confirming its effect on learning. This evidence base comes mostly from studies of compulsory school age children; there is very little evidence to support effective feedback practice at higher education, beyond the frameworks and strategies advocated by those claiming expertise in the area. This systematic review aims to address this gap. We review causal evidence from trials of feedback and formative assessment in higher education. Although the evidence base is currently limited, our results suggest that low stakes-quizzing is a particularly powerful approach and that there are benefits for forms of peer and tutor feedback, although these depend on implementation factors. There was mixed evidence for praise, grading and technology-based feedback. We organise our findings into several evidence-grounded categories and discuss the next steps for the field and evidence-informed feedback practice in universities.

Citation

Morris, R., Perry, T., & Wardle, L. (2021). Formative assessment and feedback for learning in higher education: A systematic review. Review of Education, 9(3), Article e3292. https://doi.org/10.1002/rev3.3292

• Journal Article Type: Article
• Acceptance Date: Apr 30, 2021
• Online Publication Date: Aug 27, 2021
• Publication Date: 2021-10
• Deposit Date: Sep 12, 2022
• Publicly Available Date: Sep 12, 2022
• Journal: Review of Education
• Electronic ISSN: 2049-6613
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• Volume: 9
• Issue: 3
• Article Number: e3292
• DOI: https://doi.org/10.1002/rev3.3292
• Public URL: https://durham-repository.worktribe.com/output/1194723