Assessment plays a significant role in the learning process, with both positive and negative feedback providing useful information for students. In the case of positive feedback students are comforted in their quality and direction of their study efforts, whereas negative feedback can encourage a reassessment of study strategies and effort. However, the relationship between negative feedback and future performance is a complex one that must take into consideration the cognitions of students about the feedback process. Specifically how a student thinks about their assessment will influence their response. In this exploratory study, using post-graduate business students, we examine how assessment results influence fairness perceptions and the consequences for selfefficacy beliefs regarding future performance. Implications for teaching are also discussed.
|Title of host publication||Celebrating teaching at Macquarie|
|Place of Publication||North Ryde, NSW|
|Publication status||Published - 2002|
|Event||Celebrating Teaching at Macquarie - Macquarie University, Sydney, Australia|
Duration: 28 Nov 2002 → 29 Nov 2002
|Conference||Celebrating Teaching at Macquarie|
|City||Macquarie University, Sydney, Australia|
|Period||28/11/02 → 29/11/02|
Bibliographical notePublisher PDF allowed as per publisher agreement.
- equity theory
- procedural justice.
Nesbit, P. L., & Burton, S. (2002). Student perceptions following assessment: an investigation of the effort-reward relationship and its impact on cognitions. In Celebrating teaching at Macquarie North Ryde, NSW: Macquarie University.