Setting out the role of feedback in the assessment process through both the student and tutor perspective

Hepplestone, Stuart, Glover, Ian, Irwin, Brian and Parkin, Helen J. (2016) Setting out the role of feedback in the assessment process through both the student and tutor perspective. Practitioner Research in Higher Education, 10 (1). pp. 81-90.

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Abstract

Despite assessment and feedback being important elements of the student experience, it is not clear how students connect these two elements together to improve their learning. What are students doing with the assignment feedback that they receive from tutors, and how do they make use of this feedback in their future assessments? A research study was undertaken to deconstruct feedback from the perspective of the tutor giving the feedback and the student receiving the feedback in order to explore the connections that students are able to make between the feedback received and future assessments. Semi-structured interviews were undertaken with tutor and student participants, during which they were invited to articulate their practices and interactions with feedback at each stage of the assessment process. This paper reports on both student and tutor actions at each stage of the assessment process and discusses the implications of these behaviours for enhancing student engagement with feedback.

Item Type:	Article
Journal / Publication Title:	Practitioner Research in Higher Education
Publisher:	University of Cumbria
ISSN:	1755-1382
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information:	Stuart Hepplestone, Ian Glover, Brian Irwin and Helen J. Parkin are students at Sheffield Hallam University, UK.
Depositing User:	Anna Lupton
Date Deposited:	24 Oct 2016 19:02
Last Modified:	12 Jan 2024 16:16
URI:	https://insight.cumbria.ac.uk/id/eprint/2479

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