Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback

Middleton, Tristan; Shafi, Adeela ahmed; Millican, Richard; Templeton, Sian

doi:10.1080/13562517.2020.1777397

Cited by 14 publications

(12 citation statements)

References 41 publications

(51 reference statements)

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“…Our findings suggest that the relationship with the instructor is very important in encouraging students to seek feedback and wider support for their learning (agreeing with Middleton et al 2020). The personalized nature of the meetings developed the social bonds between the instructor and the students, with the students reporting viewing instructors as far more approachable after the feed-forward dialogue.…”

Section: Discussionmentioning

confidence: 66%

“…Our students self-avowed to their new learning behaviours carrying forward into future work, increasing their selfefficacy as they believed more strongly in their capabilities to accomplish similar assignments in future (Ritchie 2016). Their academic buoyancy (Middleton et al 2020), the ability to cope with ongoing setbacks in academic life, seemed to be enhanced.…”

Section: Discussionmentioning

confidence: 88%

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Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?

Hill

Berlin

Choate

et al. 2021

TLI

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Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students’ responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the role of instructor-student relational feed-forward, enacted as a dialogue relating to ongoing assessment, in dissipating student anxiety, enabling productive learning attitudes and behaviours, and supporting wellbeing. We undertook qualitative data collection within two undergraduate teaching units that were adopting a relational feed-forward intervention over the 2019–2020 academic year. Student responses were elicited via small group, semi-structured interviews and personal reflective diaries, and were analysed inductively using thematic analysis. The results demonstrate that relational feed-forward promotes many elements of student feedback literacy, such as appreciating the purpose and value of feedback, judging work against a rubric, exercising volition and agency to act, and managing affect. Students were keen for instructors to help them manage their emotions related to assessment, believing this would promote their wellbeing. We conclude by exploring academic strategies and pedagogies that position relational instructor feed-forward as an act of care, and we summarize the key characteristics of emotionally resonant relational feed-forward meetings.

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Section: Discussionmentioning

confidence: 66%

Section: Discussionmentioning

confidence: 88%

Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?

Hill

Berlin

Choate

et al. 2021

TLI

View full text Add to dashboard Cite

show abstract

“…It is possible also for students to play some part in determining assessment criteria (see Buckler, King-Hill, and Dart 2015) and thus, extend their involvement in what gets written. In cases where there must be stipulation about how the assessment is done and what it should include, practitioners might find ways to encourage their students to consider how the nature of the assessment task reflects the needs and conventions of the discipline they are studying (see Middleton et al 2020). This could be done by helping students to explore assessment criteria either through dialogue with lecturers (see Bloxham and West 2007) or via student-led discussion (see Tapp 2015).…”

Section: Discussionmentioning

confidence: 99%

Academic literacies and the tilts within: the push and pull of student writing

Aiken

2021

Teaching in Higher Education

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A theoretical understanding is offered to help explore how students attempt to reconcile divergent narratives around the purposes of Higher Education in relation to their own writing. Drawing from the twin notions of centripetal and centrifugal forces, the paper discusses the ways that students both follow and resist convention in their own writing, and their reasons for doing so. In revealing the intricate oscillation between restrictive and expansive writing approaches, the research suggests that students 'tilt' their writing according to a diverse and broad understanding of higher education learning. Derived from semistructured interviews with undergraduate students at a pre-1992 university, the research challenges the over-emphasis placed on consumeristic agendas of students and provides insights beneficial for practitioners involved in the supporting and assessing of student writing in Higher Education.

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“…According to [34], an AB grade point average is seen as a necessary criterion for academic resilience; nevertheless, it is not sufficient on its own. As stated by [8], AB is essential for developing students' capacity for resilience and supporting them as they navigate the ups and downs of real life.…”

Section: Academic Buoyancy (Ab)mentioning

confidence: 99%

Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy

Li,

Yang,

Ismail

et al. 2024

BMC Psychol

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Test anxiety is a combination of a confluence of physiological hyperarousal, tension, and bodily manifestations, with apprehension, trepidation, fear of inadequacy, and the tendency to magnify negative outcomes, which manifest before or during evaluative assessments. Online evaluation might potentially exacerbate anxiety and demotivation among learners. When students’ psychological and emotional well-being are taken into account, it may be possible to improve their educational and evaluative experiences. This study set out to shed light on the interplay between anxiety, demotivation, academic buoyancy, and autonomy in online assessment. To achieve this objective, printed copies of the related questionnaires were distributed among 392 EFL university students in China. The association between anxiety, demotivation, academic buoyancy, and autonomy in online assessment was assessed by data screening utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM). The findings indicated that students who experienced less anxiety and demotivation were more buoyant and autonomous. Possible improvements in language education and assessment are considered, as are the study’s broader implications.

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Developing effective assessment feedback: academic buoyancy and the relational dimensions of feedback

Abstract: The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement.

Cited by 14 publications

References 41 publications

Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?

Can Relational Feed-Forward Enhance Students’ Cognitive and Affective Responses to Assessment?

Academic literacies and the tilts within: the push and pull of student writing

Demystifying anxiety and demotivation in on-line assessment: a focus on the impacts on academic buoyancy and autonomy

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