Using student expertise in co-creating resources to foster feedback literacy

Sambell, Kay ORCID: https://orcid.org/0000-0001-8192-8537 , Brown, Sally and Adamson, Liz (2022) Using student expertise in co-creating resources to foster feedback literacy. In: Assessment in Higher Education (AHE) Conference, 22-24 June 2022, Manchester, UK. (Unpublished)

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Abstract

Recognising that research-driven approaches to fostering feedback literacy do not always draw upon authentic student voices, this project set out to co-create (Bovill, 2016) a suite of materials that would be produced in partnership with third year students. The mutually agreed resources were co-produced as a toolkit for neophyte nursing students about to go out on work-based placement in complex and extremely busy clinical environments. Building on a previous project (Adamson, 2018), a pedagogic action research approach (Norton, 2018) was used, with six steps in the action research cycle. Each step engaged group of final-year undergraduate student consultants, and the implementation phase drew extensively on the participating students’ expertise in learning to engage productively in feedback processes during their own clinical placements. Narrative approaches elicited individual students’ views, based on the students’ lived experience. Concept-driven coding of the resultant data was then used to identify overall themes, which were then used as the basis for the co-produced materials. These were initially drafted within a workshop setting, and subsequently produced as laminated flash-cards, which aimed to help neophyte students engage productively in feedback processes. During the conference presentation the cards will be shared, so that delegates may read and review them fully afterwards. This paper, however, will focus on our research findings from one aspect of the evaluation phase of the pedagogic action research cycle. A focus group following the workshop gathered participating students’ perceptions of their involvement in the process of co-creating feedback-related resources. The data was analysed and six themes identified. These themes will be reported, together with powerful illustrative quotations. They will be linked to recent literature on feedback literacy (Carless & Boud, 2018), and to ‘new’ paradigms of feedback, including student engagement and agency within feedback processes (Winstone & Carless, 2019). The particular resonance of the students’ outlook with ‘informal feedback’ derived from extended participation in situated practice (Sambell et al, 2013) will also be illuminated. The presentation will thus build on and critically engage with existing research in the field by drawing attention to the relevance and importance of research and pedagogic practices which illuminate students’ lived experience and developed expertise in using feedback in such complex situated contexts (Noble, 2019). The discussion phase of the session will enable participating delegates to debate the theoretical implications and practical implications of our approach in relation to developing students’ feedback literacy in their own research and/or pedagogic contexts.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Initial Teacher Education
Depositing User:	Anna Lupton
Date Deposited:	09 Jun 2023 09:37
Last Modified:	13 Jan 2024 13:32
URI:	https://insight.cumbria.ac.uk/id/eprint/7169

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