The Role of Assessment Feedback in Developing Academic Buoyancy

Shafi, Adeela and Hatley, Jenny and Middleton, Tristan and Millican, Richard and Templeton, Sian (2017) The Role of Assessment Feedback in Developing Academic Buoyancy. Assessment and Evaluation in Higher Education. pp. 1-13. ISSN 0260-2938 (In Press)

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Abstract

This research focuses on the everyday challenge in academic learning of assessment, and argues that academic buoyancy is a key factor in academic success. To scaffold students’ learning and effectively support academic buoyancy, there is arguably a need for a better understanding of: (i) what students find most and least useful in their assessment feedback; (ii) how students use feedback to approach future assessments; and (iii) how students respond to feedback in terms of what they think, feel and do. Key findings from survey responses of 91 undergraduate students were that students use their feedback more than anticipated and look for specific information to help their future performance. In addition, five indicators of academically buoyant behaviour were identified: an internal locus of control, understanding the grade, being forward looking, being improvement focused and being action orientated. These indicators suggested a distinction between students who were academically buoyant because they were constructive in their response to feedback, and those who appeared less so because they were not action orientated, but more focused on their emotional response. These findings have implications for the provision of assessment feedback in higher education and offer insight into opportunities for the development of academic buoyancy.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Resiliency; Buoyancy; Assessment; Feedback
Subjects: L Education > L Education (General)
Divisions: Schools and Research Institutes > School of Education > Early Years and Education Studies
Research Priority Areas: Learning and Professional Contexts
Depositing User: Anne Pengelly
Date Deposited: 01 Aug 2017 10:20
Last Modified: 03 Aug 2017 04:39
URI: http://eprints.glos.ac.uk/id/eprint/4786

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