Abstract

The concept of Adaptively-Released Assessment Feedback (ARAF) is relatively new and, to date, has had limited application in the university sector. This article looks at the applications of ARAF into the assessment of courses in three different contexts across multiple disciplines at both undergraduate and postgraduate course levels. The article outlines the ARAF strategies and their potential for promoting a deeper learning process by enhancing student engagement with feedback. Qualitative data from students are utilized to understand student perceptions of ARAF strategies. Students reported that ARAF increased engagement with assessment feedback and, in some cases, provoked deeper reflection and encouraged them to plan their approach to future assessment tasks.

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