You are here:

Assessment, Feedback and Marking Guides in Distance Education


Open Learning Volume 26, Number 1, ISSN 0268-0513


In higher education (HE), effective feedback on student assessments plays a vital role in retention and in the development of self-regulating learners, particularly in the first year. In distance learning, where large population modules are common, assignment feedback is generally supported by standard marking guides, issued to the numerous tutors responsible for assessing student work. In this paper, we develop a taxonomy of feedback and report on the results of a survey of tutor attitudes to, and strategies for, providing feedback on a very large Level 1 Open University module. We analyse the extent to which the marking guides afford adequate support for truly effective feedback, and make a number of recommendations for reworking assessment regimes and marking guides. (Contains 3 figures.)


Chetwynd, F. & Dobbyn, C. (2011). Assessment, Feedback and Marking Guides in Distance Education. Open Learning, 26(1), 67-78. Retrieved October 21, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map
  • Open Assessment of Learning: A Meta-Synthesis

    Andres Chiappe, Universidad de La Sabana; Ricardo Pinto, Universidad Piloto de Colombia; Vivian Arias, Universidad de la Sabana

    The International Review of Research in Open and Distributed Learning Vol. 17, No. 6 (Dec 06, 2016)

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact