Improving student outcomes through dialogic feed-forward assessment

Hill, Jennifer ORCID: 0000-0002-0682-783X and West, Harry (2018) Improving student outcomes through dialogic feed-forward assessment. In: International Geographical Union, Regional Conference, 6-10 August 2018, Quebec. (Unpublished)

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Abstract

Assessment and feedback are fundamental to student learning and achievement and are arguably more influential to learning behaviour and learners’ experience than teaching. However, assessment feedback gains consistently low 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 student satisfaction survey scores related to feedback. We espouse an ipsative, cyclical approach to dialogic feed-forward that enhances assessment literacy and hence learners’ longitudinal development.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	Student outcomes; Dialogic; Feed-forward; Assessment
Related URLs:	Repository
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Professional Services > Academic Development Unit
Research Priority Areas:	Society and Learning
Depositing User:	Marta Kemp
Date Deposited:	16 Jan 2020 12:57
Last Modified:	04 Feb 2022 15:30
URI:	https://eprints.glos.ac.uk/id/eprint/7855

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