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It situates feedback within broader assessment reforms, contrasting traditional content-heavy, summative, norm-referenced approaches with constructivist, student-centred, criteria-referenced formative practices. The study addresses the limited research on students’ use of feedback and analyzes perspectives on what constitutes effective feedback, including how students use it to learn from mistakes and improve future work.",{"@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/the-canadian-journal-for-the-scholarship-of-teaching-and-learning-volume-3-issue-1-article-3/596515/",{"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/the-canadian-journal-for-the-scholarship-of-teaching-and-learning-volume-3-issue-1-article-3/596515.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What change in assessment practices does the paper argue for?","Question",{"text":112,"@type":113},"It argues for moving from traditional content-heavy, summative, norm-referenced assessment toward more constructivist, student-centred, criteria-referenced formative approaches.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is formative feedback emphasized in the paper?",{"text":117,"@type":113},"Formative feedback provided throughout learning is presented as enabling students to act on guidance, learn from mistakes, and improve future work.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study specifically investigate about feedback?",{"text":121,"@type":113},"The study explores the effectiveness of oral and written formative feedback when students are given the opportunity to use it, emphasizing students’ perspectives on effective feedback and their use of it.","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},596515,1792190666,{"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":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"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":144},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 3 | Issue 1 | Article 3 |\n| --- | --- |\n| 9-25-2012\u003Cbr>Students’ Perceptions ofthe Effectiveness of Assessment Feedback as a Learning Tool in an Introductory Problem-solving Course\u003Cbr>Lynn Randall\u003Cbr>University of New Brunswick, [lrandall@unb.ca](lrandall@unb.ca)\u003Cbr>Pierre Zundel\u003Cbr>University of Sudbury, [pzundel@usudbury.ca](pzundel@usudbury.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr>[http://dx.doi.org/10.5206/cjsotl-rcacea.2012.1.3](http://dx.doi.org/10.5206/cjsotl-rcacea.2012.1.3) |  |\n\nRecommended Citation  \nRandall, Lynn and Zundel, Pierre (2012) \"Students’ Perceptions ofthe Effectiveness of Assessment Feedback as a Learning Tool in an Introductory Problem-solving Course,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 3: Iss. 1, Article 3.  \nDOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2012.1.3](http://dx.doi.org/10.5206/cjsotl-rcacea.2012.1.3)  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol3/iss1/3](http://ir.lib.uwo.ca/cjsotl_rcacea/vol3/iss1/3)  \nStudents’ Perceptions ofthe Effectiveness of Assessment Feedback as a Learning Tool in an Introductory Problem-solving Course  \nAbstract  \nThere have been calls in the literature for reforms to assessment to enhance student learning (Shepard, 2000). In many instances, this refers to the need to move from traditional assessment procedures that are characterized as content-heavy, summative, and norm-referenced approaches to more constructivist and student-centred approaches, often characterized as more “…flexible, integrative, contextualized, process oriented, criteria referenced and formative”(Ellery, 2008, p. 421). Whereas summative assessment techniques rarely allow students to act on the feedback provided, formative feedback provided throughout the learning process can be used to improve future work and promote learning (Ellery, 2008; Higgins, Hartley & Skelton, 2002) by providing students an opportunity to learn from mistakes.  \nAllowing students to learn from their mistakes makes good pedagogical sense. To date there has been little research examining students’ use of feedback (Higgins, Hartley, and Skelton, 2002). In an effort to begin to add to the literature in this area, this paper describes a study that explored the effectiveness of oral and written formative feedback when students were provided the opportunity to use it. The paper begins by reviewing literature related to assessment and how assessment relates to feedback in general. It then presents what the research has found in relation to students’ perspectives of effective feedback and how they use it. The paper ends by presenting the results and discussion.  \nLa documentation fait état de demandes de réforme de l’évaluation pour améliorer l’apprentissage des étudiants (Shepard, 2000). Dans plusieurs cas, cela traduit le besoin de passer des procédures d’évaluation traditionnelles caractérisées par la lourdeur de leur contenu, par leur aspect sommatif et par leurs approches normatives à des approches plus constructivistes et centrées sur les étudiants, souvent qualifiées de plus « ... souples, intégratives, contextualisées, axées sur les processus, balisées par des critères et formatives » (Ellery, 2008, p. 421). Alors que les techniques d’évaluation sommative permettent rarement aux étudiants de seconformer à la rétroaction fournie, la rétroaction formative tout au long du processus d’apprentissage peut être utilisée pour améliorer les travaux futurs et favoriser l’apprentissage (Ellery, 2008; Higgins, Hartley et Skelton, 2002) en donnant l’occasion aux étudiants d’apprendre de leurs erreurs.  \nSur le plan pédagogique, permettre aux étudiants d’apprendre de leurs erreurs a du sens. À ce jour, il y a eu peude recherche sur l’utilisation que font les étudiants de la rétroaction (Higgins, Hartley et Skelton, 2002). Le présent a","cbCaiphk8VnnfIlL","https://ap.wps.com/l/cbCaiphk8VnnfIlL","pdf",169528,"English","# Abstract\n## Assessment reform and feedback rationale\n## Limited prior research on students’ use of feedback\n## Study purpose and structure\n## Findings and discussion","[{\"question\":\"What change in assessment practices does the paper argue for?\",\"answer\":\"It argues for moving from traditional content-heavy, summative, norm-referenced assessment toward more constructivist, student-centred, criteria-referenced formative approaches.\"},{\"question\":\"Why is formative feedback emphasized in the paper?\",\"answer\":\"Formative feedback provided throughout learning is presented as enabling students to act on guidance, learn from mistakes, and improve future work.\"},{\"question\":\"What does the study specifically investigate about feedback?\",\"answer\":\"The study explores the effectiveness of oral and written formative feedback when students are given the opportunity to use it, emphasizing students’ perspectives on effective feedback and their use of it.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Volume 3 - Issue 1 - Article 3 | PDF",1792083217,48]