Characterising feedback cultures in higher education: an analysis of strategy documents from 134 UK universities

Abstract

Feedback can be framed as a one-way transmission of information driven by educators, or as a two-way process, in which students’ agentic participation is critical to its success. Despite calls for a shift away from the former framing towards the latter, transmission-focused models of feedback continue to dominate practice internationally. Approaches to feedback in any given setting are likely influenced by the dominant feedback culture. The present study aimed to characterise ‘feedback cultures’ within higher education by systematically examining how feedback is framed in 134 UK universities’ (a) educational strategies and (b) Teaching Excellence Framework (TEF) Provider statements. These documents serve to encapsulate each institution’s views of excellence and best-practice; nevertheless, analysis of the documents revealed a stronger focus on the transmission of feedback comments than on supporting students’ learning through feedback processes. Linguistically, students were positioned passively within the documents, as being on the receiving end of teachers’ actions, rather than actively driving their own learning through feedback. These findings inform a framework for conceptualising feedback cultures in higher education, which positions approaches to feedback design, feedback processes and the evaluation and development of feedback on a continuum from transmission-focused to learning-focused. It is argued that strategy documents shape practice in subtle ways; in order to shift towards learning-focused feedback cultures, consideration must be given to how students’ roles and responsibilities are positioned in both policy and practice.

Difficult but Valuable! Learning in Student-centered Assessment Feedback Practices in Higher Education

“…This article examined what university students' assessment discourse tells us about learning in student-centered assessment feedback practices in online learning. Assessment talk was examined in the context of student-centered assessment feedback practices, which have been shown to enhance student involvement in their own learning and produce deeper learning [9,8].…”

“…It was only in the 1970s, following the so-called linguistic turn, that knowledge and reality began to be understood as socially constructed. As a result, the concept of assessment and its functions changed in many ways from earlier understandings [8,25]. Assessment is a broad and ambiguous concept.…”

“…The assessment culture in higher education has been described through two perspectives: the old and the new paradigm [8] and "Feedback Mark 0" vs. "Feedback Mark 2" [9]. The former describe feedback from a cognitive perspective, where feedback is a one-way transfer of information that corrects learning.…”

“…Finnish assessment culture is low-threshold assessment, unconstrained by national exams or strict assessment practices [15]. Although assessment and feedback practices that emphasize student agency and participation have become more common, student-passivizing and teacher-centered assessment and feedback practices are still prevalent in higher education [16,7,17,18,8]. Universities have been criticized for their tendency to impart theoretical and formal knowledge rather than empowering students [19].…”

“…However, adult learning is a time-consuming and complex process in which prior experience, reflection through individual and group processes and unpacking of learning are central. Research [9,8] has shown that student-centered participatory assessment practices enable individual and collective reflection on experiences and support learning that transforms the structures of deep thinking. Research suggests that feedback is only partially used in education contexts [9].…”