Improving the student learning experience through dialogic feed-forward assessment

Hill, Jennifer; West, Harry

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.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: Society for Research into Higher Education Annual Conference
• Start Date: Dec 5, 2017
• End Date: Dec 8, 2017
• Acceptance Date: Nov 1, 2017
• Publication Date: Dec 6, 2017
• Publicly Available Date: Jun 7, 2019
• Peer Reviewed: Peer Reviewed
• Keywords: improving, student learning experience, dialogue, feed-forward assessment
• Public URL: https://uwe-repository.worktribe.com/output/877416
• Additional Information: Title of Conference or Conference Proceedings : Society for Research into Higher Education Annual Conference