Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models

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Abstract
This article explores the efficacy of formative assessment feedback models in higher education. Over 1 year and two courses, three feedback techniques were trialled: staff-to-student feedback in class, peer-to-peer feedback in class and peer-to-peer feedback online, via the Café, an e-learning application hosted by Facebook. Every 2 weeks, students were required to bring work-in-progress to tutorial classes and discuss their work with their peers and tutors. In alternating weeks, students posted work-in-progress to a forum in the Café, and critiqued their peers’ submissions. The three feedback measures were evaluated by the participating students at the end of each semester, in the form of an online survey, which provided the opportunity to critically reflect on the experience. The results of the student experience are discussed in light of the growing use of online spaces for collaborative learning and peer feedback.

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