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Students who submitted formative drafts and received structured feedback achieved significantly stronger summative outcomes than students without feedback, for both assignment and module performance. Student outcome data across assignment, module, and year of study were analyzed using a paired t-test. Results indicate educational feedback design principles can positively improve learning outcomes and close the learning loop.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/anatolian-journal-of-education-no-1-use-of-formative-feedback-to-enhance-summative-performance/591793/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/anatolian-journal-of-education-no-1-use-of-formative-feedback-to-enhance-summative-performance/591793.png","ImageObject",300,407,{"name":92,"@type":93},"Dipper","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the research purpose of the study?","Question",{"text":112,"@type":113},"Student assignment grades were analyzed to evaluate the effectiveness of voluntary, structured formative feedback in promoting higher student achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students grouped for the quantitative evaluation?",{"text":117,"@type":113},"Students electing to receive formative feedback were compared with students who did not receive formative feedback within the same student population, using assignment, module, and year of study outcome data.",{"name":119,"@type":110,"acceptedAnswer":120},"What statistical method was used to analyze learning outcomes?",{"text":121,"@type":113},"A paired t-test was used to analyze performance differences between feedback and non-feedback groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591793,1792167733,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},1374404997633,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Anatolian Journal of Education No.1  \ne-ISSN: 2547-9652  \nApril 2021 ● Vol. 6,  \n[www.e-aje.net](www.e-aje.net)[ ](www.e-aje.net)pp. 109-116  \nUse of Formative Feedback to Enhance Summative Performance  \nChristian Cobbold  \nGriffith University, School of Medicine, Australia, [c.cobbold@griffith.edu.au](c.cobbold@griffith.edu.au)  \nLouise Wright  \nGriffith University, School of Medicine, Australia, [louise.wright@griffith.edu.au](louise.wright@griffith.edu.au)  \nThere is increasing literary evidence for the design of robust formative feedback in higher education. Translation of theoretical models into practice is still evolving and much of the available evidence is based on participant perceptions rather than quantitative changes in learning outcome. Students are often dissatisfied with standard modes of feedback and their perceptions often do not align with that of teachers who feel that students may undervalue the feedback. Standard feedback tends to give limited information that focuses on the assessment product and does not engage students in learning processes. Formative feedback that has been purposefully designed to scaffold student learning is theoretically more effective, especially with closure of the learning loop. This study quantitatively evaluated the effectiveness of well-designed, fit for purpose formative feedback provided to biomedical science students on their draft assignments before summative submission. Student outcome data from feedback and non-feedback groups for the performance during an assignment, a module and the year of study were analysed using a paired t-test. Students submitting a formative draft and receiving formative feedback for their assignment achieved significantly better summative outcomes for both the assignment and module than students who did not. Educational theory of effective feedback design was put into practice and shown to positively affect educational outcome for students in this module.  \nKeywords: feedback, formative, summative, assessment, draft  \nINTRODUCTION  \nThere is a growing body of research literature that demonstrates the effectiveness of formative feedback on student assessments in supporting higher educational progression (Juwah, MacfarlaneDick, Matthew, Nicol & Smith, 2004 ; Nicol & Macfarlane-Dick, 2006, Hattie & Timperley, 2007), although there is still a need for empirical demonstration that well-designed formative feedback achieves this in practice (Jackel, Pearce, Radloff & Edwards, 2017) . The most effective formative feedback modifies student thinking to affect improved learning (Shute, 2008) and should consider the context and the level of the learner (Brown & Race, 2012) . However, with increasing student numbers and limited staff time, this extent of formative feedback is often difficult to achieve. There is also a lack of alignment between staff and student perceptions of feedback (Walker & Hobson, 2014) and although students tend to seek feedback it may be negatively received or poorly applied (MacDonald, 1991; Price, O’Donovan & Rust, 2007; Sinclair & Cleland, 2007) . There are many barriers to the uptake of feedback, including student appreciation of the feedback itself and the ability to make judgements (Carless & Boud, 2018) . Ideally, students should understand the purpose of their assessment and be able to judge their own work (Smith, Worsfold, Davies, Fisher & McPhail, 2013) . Good feedback should comprise instructional guidance with cues for improvement, rather than provision of direct correction (Hattie & Timperley, 2007) . A structure that is brief, poorly focused or easily misinterpreted (Nicol & Macfarlane‐Dick, 2006; Stern & Solomon, 2006) fails to enable student  \nCitation: Cobbold, C., & Wright, L. (2021) . Use of Formative Feedback to Enhance Summative Performance.  \nAnatolian Journal of Education, 6(1), 109-116. [https://doi.org/10.29333/aje.2021.619a](https://doi.org/10.29333/aje.2021.619a)  \n110 Use of Formative Feedback to Enhance Su","cbCaiaaDxFRBK1m1","https://ap.wps.com/l/cbCaiaaDxFRBK1m1","pdf",321194,"English","# INTRODUCTION\n## Research purpose","[{\"question\":\"What was the research purpose of the study?\",\"answer\":\"Student assignment grades were analyzed to evaluate the effectiveness of voluntary, structured formative feedback in promoting higher student achievement.\"},{\"question\":\"How were students grouped for the quantitative evaluation?\",\"answer\":\"Students electing to receive formative feedback were compared with students who did not receive formative feedback within the same student population, using assignment, module, and year of study outcome data.\"},{\"question\":\"What statistical method was used to analyze learning outcomes?\",\"answer\":\"A paired t-test was used to analyze performance differences between feedback and non-feedback groups.\"}]","Anatolian Journal of Education - No. 1 - Use of Formative Feedback to Enhance Summative Performance | PDF",1792073220]