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Please use this identifier to cite or link to this item: https://ptsldigital.ukm.my/jspui/handle/123456789/578806
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dc.contributor.authorChan Yuen Fook (UITM)
dc.contributor.authorAisyah Nazamud-din
dc.date.accessioned2023-11-06T03:08:03Z-
dc.date.available2023-11-06T03:08:03Z-
dc.date.issued2017-01
dc.identifier.issn0128-7702
dc.identifier.otherukmvital:116233
dc.identifier.urihttps://ptsldigital.ukm.my/jspui/handle/123456789/578806-
dc.descriptionThis study was conducted to examine assignment and feedback practices of students in a B. Ed TESL programme. It also identified strategies to enhance the implementation of formative assessment in higher education. Questionnaires and interview questions were used to collect data. The study indicated a moderate level of assignment and utilisation of feedback practices by B. ED TESL students. Three important strategies that have been identified were “giving constructive feedback”, “improving the conduct of assignment practices” and “improving the utilisation of feedback”. The findings imply that there is a need to further improve assessment strategies which would assist lecturers to plan and conduct assessments to cater to the needs of students.
dc.language.isoen
dc.publisherUniversiti Putra Malaysia Press
dc.relation.haspartUniversiti Putra Malaysia Press
dc.relation.urihttp://www.pertanika.upm.edu.my/regular_issues.php?jtype=3&journal=JSSH-25-S-1
dc.rightsUKM
dc.subjectAssignment
dc.subjectFeedback
dc.subjectFormative assessment
dc.subjectHigher education
dc.subjectPractices
dc.titleStrategies to enhance assignment and feedback practices in the 21st century classroom: a case study
dc.typeJournal Article
dc.format.volume25
dc.format.pages155-166
dc.format.issueSpecial Issue
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