Improving the student learning experience through dialogic feed-forward assessment

Hill, Jennifer ORCID: 0000-0002-0682-783X and West, Harry (2018) Improving the student learning experience through dialogic feed-forward assessment. In: Unravelling Assessment and Feedback Literacy Symposium, 18th June 2018, Surrey, United Kingdom. (Unpublished)

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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.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Dialogic feed-forward; Self-regulative behaviours; Proactive recipience; Assessment and feedback literacy
Related URLs:
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Environmental Dynamics & Governance
Depositing User: Marta Kemp
Date Deposited: 29 Jan 2020 14:42
Last Modified: 29 Jan 2020 14:42
URI: http://eprints.glos.ac.uk/id/eprint/7875

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