Reconceptualising Assessment and Feedback to Promote Student Wellbeing

Hill, Jennifer ORCID: 0000-0002-0682-783X and West, Harry (2019) Reconceptualising Assessment and Feedback to Promote Student Wellbeing. In: SRHE International Conference on Research into Higher Education, 11-13 December 2019, Newport, Wales. (Unpublished)

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Abstract

We present results from a three-year qualitative enquiry, exploring changing student emotions and learning behaviours linked to a student-teacher dialogic assessment approach implemented in a second year undergraduate course at a large teaching-oriented British university. The approach uncovered the inherently emotional experience for students of receiving assessment commentary. Through dialogic feed-forward meetings, negative emotions such as apprehension and anxiety were transformed into positive emotions such as enthusiasm and pleasure. The relational interactions and collaborative reflections in the meeting also had longer-term effects on student self-regulatory and self-efficacious behaviours, relating not only to the specific assessment task but beyond to other second year assignments and into their third year of study. By creating a safe and nurturing learning environment, positive beliefs were built and/or strengthened, empowering students to develop resilient academic behaviours, boosting learning outcomes, and maximising the potential for sustainable learning and academic success. We conclude with implications for practice.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	Higher education; Emotion; Wellbeing; Assesment and Feedback
Related URLs:	Organisation
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Professional Services > Academic Quality, Enhancement and Innovation
Research Priority Areas:	Society and Learning
Depositing User:	Marta Kemp
Date Deposited:	10 Jan 2020 16:50
Last Modified:	04 Feb 2022 15:30
URI:	https://eprints.glos.ac.uk/id/eprint/7837

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