A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

Gail Crimmins; Greg Nash; Florin I Oprescu; Marama Liebergreen; Janet Turley; Richard Bond; Jeanne Dayton

doi:10.1080/02602938.2014.986644

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A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

Gail Crimmins, Greg Nash, Florin I Oprescu, Marama Liebergreen, Janet Turley, Richard Bond and Jeanne Dayton

Assessment & Evaluation in Higher Education, Vol.41(1), pp.141-153

2016

DOI: https://doi.org/10.1080/02602938.2014.986644

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Abstract

assessment feedback

student engagement

self-regulation

student perceptions

teacher perceptions

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.

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Title: A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
Authors: Gail Crimmins (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Greg Nash (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Florin I Oprescu (Author) - University of the Sunshine Coast - Faculty of Science, Health, Education and Engineering
Marama Liebergreen (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Janet Turley (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Richard Bond (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Jeanne Dayton (Author) - University of the Sunshine Coast - Faculty of Arts, Business and Law
Publication details: Assessment & Evaluation in Higher Education, Vol.41(1), pp.141-153
Publisher: Routledge
Date published: 2016
DOI: 10.1080/02602938.2014.986644
ISSN: 0260-2938
Organisation Unit: School of Business and Creative Industries; School of Tertiary Access - Legacy; School of Education and Tertiary Access; School of Social Sciences - Legacy; University of the Sunshine Coast, Queensland; School of Health and Sport Sciences - Legacy; School of Creative Industries - Legacy; Engage Research Lab; Student Services and Engagement; School of Health and Behavioural Sciences - Legacy; School of Health - Public Health
Language: English
Record Identifier: 99448758602621
Output Type: Journal article

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