‘… do that and I'll raise your grade’. Innovative module design and recursive feedback

Prowse, S.; Duncan, Neil A.; Hughes, Joseph P.; Burke, Deirdre

doi:10.1080/13562510701415359

Cited by 14 publications

(9 citation statements)

References 7 publications

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“…An assignment divided into two or more phases permits iterative feedback cycles which facilitate engagement with feedback and the prospects of improvement from one task to the other (e.g. Prowse et al 2007).…”

Section: The Structural Dimensionmentioning

confidence: 99%

The feedback triangle and the enhancement of dialogic feedback processes

Yang

Carless

2013

Teaching in Higher Education

275

184

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This paper explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interplay between these three elements is central to prospects for the enhancement of feedback processes. Derived from the framework is a set of six key features of optimal feedback practice which we represent as building blocks of an architecture of dialogic feedback. The paper concludes with a research agenda which suggests issues to be further explored in the cognitive, social-affective and structural dimensions.

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Section: The Structural Dimensionmentioning

confidence: 99%

The feedback triangle and the enhancement of dialogic feedback processes

Yang

Carless

2013

Teaching in Higher Education

275

184

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“…The design and implementation of the feedback viva on PEAP drew on a number of published accounts of similar initiatives involving the use of oral interviews as part of the assessment of a written assignment (see Carless, 2002;Franks & Hanscomb, 2012;Prowse, Duncan, Hughes, & Burke, 2007). All these use the viva to encourage and incentivise students to take responsibility for their work, to actively engage with the feedback received on their writing, and to reflect on how it can be used to make improvements.…”

Section: The Feedback Vivamentioning

confidence: 99%

Assessing academic writing on a pre-sessional EAP course: Designing assessment which supports learning

Seviour

2015

Journal of English for Academic Purposes

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a b s t r a c tPre-sessional EAP courses in the UK fulfil a difficult dual role. Not only are they charged with helping students learn the academic language and literacy skills they will require on their degree courses, but they are also expected to summatively assess those skills in order to decide on the readiness of students to begin English medium degree study. This creates tension between assessment and learning. Students are often extrinsically motivated by the need for a passing grade rather than focussing on the learning gains they make throughout the course. For this reason it is important that the approach to assessment on pre-sessional courses actually supports learning. This paper outlines the approach taken to the assessment of academic writing on the PEAP course at Nottingham Trent University. It describes how the assessment was redesigned to emphasise process over end product and to maximise early and sustained student engagement. This was achieved by careful scaffolding of the writing process, the strategic use of summative elements of the assessment, and an emphasis on formative feedback, reflection, and understanding of the assessment criteria. The paper considers how this approach to assessment is supporting student learning but also points out some ongoing concerns.

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“…RQ3 was central to this study as it focused on the role of tutor feedback in helping students understand and develop their academic literacy while also considering any potential barriers to its effectiveness, which will be discussed in more detail in 8.2.2. In terms of the extent to which tutor feedback enables or hinders international students' understanding and development of academic literacy, the strong link between tutor feedback and different KEALs, noted above, highlights the potential of feedback to impact on the development of different elements of academic literacy such as contextual awareness, or understanding of academic standards and conventions, as suggested by other studies (e.g. Hattie and Timperley, 2007;Hyland, 2009;McCune & Hounsell 2005;Orsmond & Merry, 2011;Poulos & Mahony, 2008;Prowse et al, 2007;Sadler, 2002Yorke, 2003. However, little evidence of student engagement with written summative feedback, the most common type found in this study, as well as limited evidence of the impact of this type of feedback on students' literacy practices, raise questions as to the effectiveness of written summative feedback, or feedout (Knight, 2002), which is also consistent with some of the literature (Beaumont et al, 2011;Blair et al,2014;Crisp, 2007;Randall and Mirador, 2003;Sadler, 1989).…”

mentioning

confidence: 69%

“…This makes for a complex picture that warrants further investigation, so any claims regarding a direct causal relationship between tutor feedback and academic literacy development, often reported in other studies (e.g. Hattie and Timperley, 2007;Poulos & Mahony, 2008;Prowse et al, 2007;Yorke, 2003), must be considered in light of other determining factors.…”

Section: Discussionmentioning

confidence: 99%

“…In the last decade, there have been a number of studies that support the view that tutor feedback can help students understand academic expectations and improve specific aspects of academic literacy related to writing (Carless, 2006;Poulos & Mahony, 2008;Prowse et al, 2007;Yorke, 2003). Hyland (2009) argues that feedback is essential to the socialisation of students into disciplinary literacy and epistemologies.…”

Section: Current Understandings Of How Students Develop Their Academimentioning

confidence: 99%

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Feedback in Masters Courses and the Development of International Students’ Academic Literacy

Solano¹,

Bernado²

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Despite numerous studies on feedback and academic literacy, few have focused on the experience of international students on postgraduate taught courses, particularly in terms of how feedback contributes to the development of their literacy practices in UK universities. This study contributes to the discussion on what academic literacy is, and the role of tutor feedback in its development. The design includes surveys, semi-structured interviews, feedback samples and course documents, to explore the experiences of students and teaching staff in various disciplines in two British universities. The research reveals core elements of academic literacy and useful insights into their multiple interpretations, underlining how disciplinary variation, student and staff diversity can influence its conceptualisation and practice. Results point to the potential of dialogic feedback to develop academic literacy while also identifying other practices that contribute to its development. One key finding is that, besides the characteristics of feedback itself, personal and institutional factors such as length, structure and interdisciplinary nature of programmes can limit the role of feedback in academic literacy development. The research concludes that pedagogical practices such as assessment and feedback cannot be separated from either the individuals or the pedagogical spaces in which they occur, so their impact can be enhanced or constrained by such spaces and the people inhabiting them. Further research needs to explore the effect of specific personal and institutional factors on feedback practices and academic literacy development. Given the importance of feedback and evidence of student dissatisfaction revealed by the findings, institutions should implement systematic approaches to measure its effectiveness. A key recommendation is for institutions to encourage and maintain meaningful dialogue with students at different levels from programme design to course evaluation. There is also a need for tutors to adopt a more open and inclusive disposition to academic literacy, reducing their reliance on written assessment and being more accepting of international students' native literacy practices.

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‘… do that and I'll raise your grade’. Innovative module design and recursive feedback

Cited by 14 publications

References 7 publications

The feedback triangle and the enhancement of dialogic feedback processes

The feedback triangle and the enhancement of dialogic feedback processes

Assessing academic writing on a pre-sessional EAP course: Designing assessment which supports learning

Feedback in Masters Courses and the Development of International Students’ Academic Literacy

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