Tonkin, T. and Boulay, A. (2023) Student experiences of assessment feedback in the geography subject area. Innovative Practice in Higher Education. 5(1), p. 1. 2044-3315.
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Abstract:
Across the Higher Education sector students typically express dissatisfaction in assessment and feedback processes. This is concerning due to the importance of assessment feedback for helping promote good student outcomes. In this study the perceptions of 47 students were captured in focus groups to explore the challenges students face when receiving assessment feedback. The findings document a broad range of opinions held by students on the provision and effectiveness of feedback within the Geography subject area, with preferences for feedback style and approach varying at the individual level. The findings indicate that poor assessment literacy limits the application of tutor feedback between separate assessment points. The language used by tutors when providing feedback was commented on. This relates to both the affective response of students to tutor feedback and their ability to de-code tutor comments. We underline the importance of building students’ assessment literacy to ensure they are able to fully benefit from both formative and summative feedback opportunities.
Uncontrolled Keywords:
Effective feedback, summative, formative, analytical rubrics, student satisfaction
Creators:
Tonkin, T. and Boulay, A.
Faculties, Divisions and Institutes:
?? ASSCI ??
Date:
1 June 2023
Date Type:
Publication
Page Range:
p. 1
Journal or Publication Title:
Innovative Practice in Higher Education
Volume:
5
Number:
1
Number of Pages:
235503
Language:
English
ISSN:
2044-3315
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
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