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Improving the student learning experience through dialogic feed-forward assessment

Hill, Jennifer; West, Harry

Authors

Jenny Hill Jennifer.Hill@uwe.ac.uk
Associate Professor in Teaching and Learning

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Dr Harry West Harry.West@uwe.ac.uk
Senior Lecturer in Geography & Environmental Management



Abstract

Assessment feedback gains consistently low satisfaction scores in national surveys of student satisfaction, with most concern surrounding its timeliness, quality and effectiveness. We present the results of a two year qualitative study, thematically analysing semi-structured interviews with students who have undertaken dialogic feed-forward coursework on a second year undergraduate geography module in a British university. The assessment consists of submitting a considered draft of a coursework essay, which is discussed and evaluated face-to-face with the course tutor before a self-reflective piece is written about the assessment process and a final essay is submitted for formal grading. We present evidence that this process asserts a positive influence on the student learning experience in a number of inter-related cognitive and affective ways, impacting upon learning behaviour, supporting student achievement, and raising NSS scores related to feedback. We espouse an ipsative, cyclical approach to dialogic feed-forward, focusing on learners’ longitudinal development.

Citation

Hill, J., & West, H. (2018, June). Improving the student learning experience through dialogic feed-forward assessment. Paper presented at Unravelling Assessment and Feedback Literacy Symposium, University of Surrey

Presentation Conference Type Conference Paper (unpublished)
Conference Name Unravelling Assessment and Feedback Literacy Symposium
Conference Location University of Surrey
Start Date Jun 1, 2018
End Date Jun 1, 2018
Acceptance Date Jan 22, 2018
Publication Date Jun 18, 2018
Peer Reviewed Not Peer Reviewed
Public URL https://uwe-repository.worktribe.com/output/866524
Additional Information Title of Conference or Conference Proceedings : Unravelling Assessment and Feedback Literacy Symposium