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Please Mind the Gap: Examining Student and Tutor Perceptions of Assessment Feedback

Please Mind the Gap: Examining Student and Tutor Perceptions of Assessment Feedback Lesley Fishwick and Linda Allin Division of Sport Sciences. Assessment Malaise. Maintaining quality in the face of increasing student numbers Unhappy students Innovative approaches to assessment and feedback.

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Please Mind the Gap: Examining Student and Tutor Perceptions of Assessment Feedback

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  1. Please Mind the Gap: Examining Student and Tutor Perceptions of Assessment Feedback Lesley Fishwick and Linda Allin Division of Sport Sciences

  2. Assessment Malaise • Maintaining quality in the face of increasing student numbers • Unhappy students • Innovative approaches to assessment and feedback

  3. Possible Cure – Assessment Dialogues

  4. Enhancing Student Engagement with Assessment Feedback: Case Studies

  5. Dialogues: Mock Exam (L6 and L7) Mock Take Home Exam 1 week submit Non-assessed on Weekly readings eLP Discussion Board Marking workshop Q1 Peer assessment (model answers) Q2 Tutor marked (negotiated) Q3 Peer and Tutor Presentation (random)

  6. Dialogues: Presentation (L5) • Presentation of research proposal in groups (tutors and peers write comments) • Lecture: content analysis of presentation feedback comments (wk6) • Identify themes/categories • Select which appropriate to own seminar/group • Estimate group grade

  7. Student Evaluation of Assessment Activities • Gained clearer idea of academic expectations (general and specific) • Excellent opportunity to practice (mock exam) • Could see direct relevance to summative assessment • Appreciated willingness to discuss assessment issues with peers and tutors

  8. Perception Gaps • Some staff suggest that students unwilling to put effort into non-assessed formative tasks • Students have a narrow perception of what is feedback (written comments on text) and indicate continued preference for tutor-led individual feedback • Varied student self-perception (estimated and actual grades)

  9. Implications for Practice • Create spaces for assessment dialogues • Enhance student engagement with assessment feedback • Design activities to stimulate questions and self-evaluation • Narrow perception gaps

  10. Issues to be considered: • Impact on confidence of students • Emotion involved in assessment • Influence on trust in tutor-student relations • Immediacy of feedback in dialogues

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