Setting out the role of feedback in the assessment process through both the student and tutor perspective

HEPPLESTONE, Stuart, GLOVER, Ian, IRWIN, Brian and PARKIN, Helen (2016). Setting out the role of feedback in the assessment process through both the student and tutor perspective. Practitioner Research in Higher Education, 10 (1), 81-90.

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    Abstract

    Despite assessment and feedback being important elements of the student experience, it is not clear how students connect these two elements together to improve their learning. What are students doing with the assignment feedback that they receive from tutors, and how do they make use of this feedback in their future assessments? A research study was undertaken to deconstruct feedback from the perspective of the tutor giving the feedback and the student receiving the feedback in order to explore the connections that students are able to make between the feedback received and future assessments. Semi-structured interviews were undertaken with tutor and student participants, during which they were invited to articulate their practices and interactions with feedback at each stage of the assessment process. This paper reports on both student and tutor actions at each stage of the assessment process and discusses the implications of these behaviours for enhancing student engagement with feedback.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Learning Enhancement and Academic Development
    Student Engagement, Evaluation and Research
    Page Range: 81-90
    Depositing User: Stuart Hepplestone
    Date Deposited: 24 Aug 2017 08:19
    Last Modified: 08 Jul 2019 18:47
    URI: http://shura.shu.ac.uk/id/eprint/16585

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