Facial reconstruction

Search LJMU Research Online

Browse Repository | Browse E-Theses

Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy.

Nixon, S and Brooman, SD and Murphy, RC and Fearon, DJ (2016) Clarity, consistency and communication: using enhanced dialogue to create a course-based feedback strategy. Assessment and Evaluation in Higher Education. ISSN 1469-297X

[img] Text
Clarity consistency and communication using enhanced dialogue to create a course based feedback strategy..pdf - Accepted Version
Restricted to Repository staff only until 13 December 2017.

Download (300kB)

Abstract

This article examines the outcomes of a study across four discipline areas in order to develop course-based assessment strategies in closer co-operation with students. Second year students (n=48) from different disciplines were engaged in two phases of activity-orientated workshops. Phase one sought their perceptions of feedback. Phase two saw students design a proposed strategy to present to the respective staff teams. We discuss the emerging themes which appeared to be very similar amongst this diverse cross-section of students: a lack of faith in marking consistency; the need for clear guidelines and criteria; the greater use of positive feedback language and a close association with tutors. The emergence of strategies specific to each course is discussed along with the alignment of the outcomes of this approach with pedagogic knowledge. It is suggested that enhanced dialogue enabled staff and students to develop a common understanding, and gave impetus to improving, assessment feedback practices. Outcomes recommended here include changes to practice such as the benefits of a team approach to feedback development, the content and style of feedback; developing the usefulness of feedback for future work and; the need for teams to periodically revisit staff development in this area.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 13/06/2016 available online: http://www.tandfonline.com/10.1080/02602938.2016.1195333
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1505 Marketing, 1701 Psychology
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Built Environment
School of Sport Studies, Leisure and Nutrition
School of Law
Sport & Exercise Sciences
Publisher: Taylor & Francis (Routledge)
Date Deposited: 10 Jun 2016 09:10
Last Modified: 07 Jul 2016 11:37
DOI or Identification number: 10.1080/02602938.2016.1195333
URI: http://researchonline.ljmu.ac.uk/id/eprint/3739

Actions (login required)

View Item View Item