Harris, R. orcid.org/0000-0002-2504-382X, Blundell-Birtill, P. orcid.org/0000-0002-4690-2558 and Pownall, M. orcid.org/0000-0002-3734-8006 (2023) Development and evaluation of two interventions to improve students’ reflection on feedback. Assessment & Evaluation in Higher Education, 48 (5). pp. 672-685. ISSN 0260-2938
Abstract
National student surveys reveal that feedback is an aspect of the education experience with which students are less satisfied. One method to increase student engagement with their written feedback and to improve feedback literacy is promotion of critical self-reflection on the feedback content. We describe two interventions aimed at improving students’ reflective practices with their feedback. In a School of Psychology at a UK research-intensive university, we designed, implemented and evaluated two interventions to improve students’ reflection on, and engagement with, their feedback. The first intervention was a feedback seminar, which comprised a modified version of the Developing Engagement with Feedback Toolkit, adapted for our context and online delivery. The second intervention was an interactive assessment coversheet that was designed to promote self-reflection and dialogical feedback practices between student and marker. We provide a summary of the development of these interventions and share evaluations of both components. Overall, our evaluation demonstrated that these interventions can be a useful opportunity for students to engage with their feedback practices and develop feedback literacy. However, variability in student experiences and inconsistencies across markers, despite these interventions, were barriers to success. We contextualise this with our own reflections and end with recommendations for educators.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
Keywords: | Digital education; feedback; assessment; student engagement |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 01 Nov 2023 16:49 |
Last Modified: | 01 Nov 2023 16:49 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/02602938.2022.2107999 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:204766 |
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