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Nixon, S, Brooman, SD, 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
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Clarity consistency and communication using enhanced dialogue to create a course based feedback strategy..pdf - Accepted Version Download (300kB) | Preview |
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: | Civil Engineering & Built Environment Sport Studies, Leisure & Nutrition (closed 31 Aug 19) Law Sport & Exercise Sciences |
| Publisher: | Taylor & Francis (Routledge) |
| Date Deposited: | 10 Jun 2016 09:10 |
| Last Modified: | 04 Sep 2021 12:49 |
| DOI or ID number: | 10.1080/02602938.2016.1195333 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/3739 |
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