Assessment feedback only on demand: Supporting the few not supplying the many (Ollie Jones, Andrea Gorra) (original) (raw)
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Assessment feedback only on demand: Supporting the few not supplying the many
Active Learning in Higher Education, 2013
There are many pressures on academics to ‘satisfy’ students’ needs for feedback, not least the inclusion of questions about feedback. Many have commentated on the lack of student engagement with summative feedback while most believe that feedback is necessary to improve individual student performance. Several have looked at a range of reasons why students do not collect their feedback, but investigated in this article is how many students collected summative feedback and why they did so. This article outlines an action research–based intervention that involved offering feedback ‘on demand’ to undergraduate students and utilised access statistics data from the virtual learning environment to identify the actual rate of feedback collection by students. Investigated is whether or not there is a discernible preference for seeking feedback where there is a difference between the expected grade and the actual grade. Student survey and the virtual learning environment access data were used...
What is feedback? Connecting student perceptions to assessment practices
This paper reports outcomes from an international study examining student perceptions of feedback. Recent work by Grahame Gibbs identifies linkages between current and subsequent course activities as a critical factor in whether students value the feedback they receive. We have investigated the frequency and nature of feedback given to students in two large introductory course settings in engineering and computing in Australia and Sweden and contrasted this with student perceptions of the quality of feedback they received.
2012
Assessment has been identified as one of the major challenges faced by Higher Education Institutions (Whitelock, et al, 2007). As a response to the challenge, in a project funded by the Joint Information Systems Committee (JISC) Open Mentor (OM) was developed as a learning support tool for tutors to help them reflect on the quality of feedback given to their students on assignments submitted electronically. Its development was based on the fundamental theory that there was convincing evidence of systematic connections ...
Clearing the Final Hurdle: Getting Students to Engage with Feedback in Higher Education
2021
Higher Education within the UK over the last fifty years has increasingly been defined by the end product and this means that both students and lecturers tend to focus on the outcome rather than the process. For many students this means that assessments are seen as barriers to their final grade, rather than as a support to help them reflect on their performance. The purpose of this paper is to explore how students can become more engaged with the comments made on assessments. It concludes by suggesting that whilst audio feedback has proved to be successful in this respect, video feedback might well be an even better way of encouraging students to listen to what they are being told and then improve subsequent work.
When less is more: Students' experiences of assessment feedback
Paper presented at …, 2007
We would like to acknowledge the support of the Higher Education Academy who funded this research as part of their FDTL programme for the development of teaching and learning. ... 1 * The corresponding author is Karen Handley at khandley@brookes.ac.uk. Authors (a), ...
Feedback provision and use in teaching and learning: a case study
Education + Training, 2013
PurposeThe information a student receives after they have completed a piece of work is often known as “feedback” and this can be provided in a range of formats. Despite its importance, results of the National Students Survey in the UK consistently suggest that feedback is an area where significant improvements are needed across the higher education sector. The purpose here was to explore and advance a better understanding of the way feedback is given by lecturers as part of teaching and how students perceive and use it in their learning.Design/methology/approachIn all, three methods were used for data collection in 2010‐2011. First, semi‐structured interviews with 52 students helped to acquire a preliminary understanding of their feedback experiences. Second, a questionnaire completed by lecturers helped to identify their feedback provision methods. Third, a questionnaire completed by 194 students across all year groups helped to obtain their views about the usefulness of various me...
2020
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2016
Students’ satisfaction with feedback and assessment has historically been low. This is confirmed by the most recent National Student Survey where feedback and assessment still remain the area of least satisfaction. Such projects as Transforming the Experience of Students through Assessment (TESTA) attempt to tackle the issue by providing a channel of communication between staff and students at the programme level. This paper reports on the results of the University of Greenwich version of TESTA and identifies points of tension between staff perceptions of their practice, and students’ perceptions of their assessment experience. Using cross-institutional data we identify common themes where the discrepancies between accounts affecting satisfaction rates emerge, i.e. quantity and quality of feedback, assessment loading and clarity of goals and standards, and provide our impartial explanation of the sources of those discrepancies.
Assessment and feedback in higher education: considerable room for improvement?
2016
Assessment exerts a major influence on students’ approaches to study in higher education, so it is important to ensure that it enables students to develop and thrive as learners. Generally speaking, however, the student experience of assessment remains far from positive and assessment has been accused of having damaging effects on student engagement. Mann (2001), for instance, sees assessment as an important mediating factor in determining a student’s relationship to the university. All-too-often, she asserts, it results in alienation rather than engagement, provoking general feelings of compliance, powerlessness and subservience rather than a sense of belonging, enthusiasm, enjoyment and ownership of the learning process. For the last two decades researchers have been vigorously advocating a shift in assessment culture, such that assessment actively promotes learning rather than simply measuring it (see, for example, Brown & Knight, 1994; Birenbaum, 1996; Sambell, McDowell, & Brown...