A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Crimmins, Gail; Nash, Gregory; Oprescu, Florin; Liebergreen, Marama; Turley, Janet; Bond, Richard; Dayton, Jeanne
• Is Part Of: Assessment & evaluation in higher education. Volume 41:Issue 1(2016)
• Page Start: 141
• Page End: 153
• Publication Date: 2016-01-02
• Subjects: assessment feedback -- student engagement -- self-regulation -- student perceptions -- teacher perceptions; Education, Higher -- Evaluation -- Periodicals; 378
• DOI: 10.1080/02602938.2014.986644
• Languages: English
• ISSNs: 0260-2938

Abstract

Abstract : In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre- and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students' and teachers' perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students' and teachers' dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.