Educators’ perceptions of responsibility-sharing in feedback processes

Winstone, Naomi; Pitt, Edd; Nash, Robert A.

doi:10.1080/02602938.2020.1748569

Cited by 38 publications

(41 citation statements)

References 30 publications

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“…Winstone, Pitt, and Nash ( 2021 ), for example, have looked at understanding how lectures saw their role in assessment and feedback; they compared two models of feedback, one oriented in a cognitivist approach which emphasises the responsibility in the lecturer and another one following a socio-constructivist approach which brings into the foreground responsibilities in the feedback process to the student. In their research, they found that the majority of lecturers were influenced by transmission-based models of feedback with lecturers conveying greater certainty in these types of assessment practices and ‘were more likely to use referents to power and positive emotion, when describing their own as opposed to students’ responsibilities’ (Winstone et al, 2021 , p. 118). This dominant role is often ill-defined as it is implicit in centuries of tradition particularly when we discuss assessment.…”

Section: Literature Reviewmentioning

confidence: 99%

Giving away some of their powers! Towards learner agency in digital assessment and feedback

Casanova

Alsop

Huet

2021

RPTEL

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Digital assessment and feedback have been a growing area of research and practice in the past decade in higher education. Within this theme, research has been published highlighting the importance of learner agency in the assessment and feedback process as a way to develop assessment literacy in contrast with the existing lecturer-led approach. In this research, we aimed to find out whether lecturers are willing to let go of some of the power they currently have in the digital assessment and feedback process and how they see opportunities for agency being developed in the digital assessment and feedback systems. We collected data from 10 sandpits with 58 lecturers in which, using a storytelling technique and one mock-up of a digital assessment and feedback system, we discussed and critiqued an assessment scenario intending to collect perceptions about digital assessment and feedback and the constraints felt by lecturers in their assessment practice. Based on these perceptions, we identify recommendations that may improve digital assessment and feedback systems and practices. We discuss the data and the recommendations based on three clusters of themes: (i) preparation for the assessment, (ii) formative feedback and (iii) feedback post-submission.

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Section: Literature Reviewmentioning

confidence: 99%

Giving away some of their powers! Towards learner agency in digital assessment and feedback

Casanova

Alsop

Huet

2021

RPTEL

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“…These concepts are enacted through disciplinary feedback practices that are facilitated when educators establish learning cultures which enable their productive implementation. Within these learning cultures shared responsibilities in the development of feedback literacy are posited as essential: educators design opportunities for students to involve themselves in feedback exchanges, whereas students carry responsibilities to engage with and use feedback (Carless and Winstone 2020;Winstone, Pitt, and Nash 2021). Shulman's Shulman (2005) concept of signature pedagogies informs the framing of signature feedback practices.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Signature feedback practices in the creative arts: integrating feedback within the curriculum

Pitt

Carless

2021

Assessment & Evaluation in Higher Education

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Without teacher and student feedback literacy, it is difficult for feedback processes to fulfil their potential. Feedback literacy development within the arts or humanities is, however, under-researched. The current study fills this gap by illustrating how educators in the performative creative arts designed signature feedback practices to facilitate the development of student feedback literacy. Opportunities for feedback literacy development were created via learning cultures that embedded emotional and relational support, discussed work-in-progress, and promoted peer feedback. Focus groups with educators highlighted how integrated assessment design and signature feedback practices provided opportunities for collaborative, critical and open learning environments conducive to the development of student feedback literacy. Students were afforded ongoing opportunities to perform their work-in-progress and see first-hand the work of peers, facilitating space in the curriculum for meaningful dialogue surrounding the enactment of feedback. Questionnaire data indicated that students understood the role of feedback in their learning but sometimes struggled to generate feedback for their peers and apply it to their own work. The main significance of the research lies in showing how signature feedback practices enable the integration of curriculum and assessment and carry potential to support the development of teacher and student feedback literacy.

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“…In addition, there may be potential for the FQI to be adapted for other contexts, such as higher education, to support a socio-constructivist feedback paradigm that focuses on educators and learners collaborating together [25,26,32].…”

Section: Implications and Future Researchmentioning

confidence: 99%

“…It may be that, in the absence of alternative strategies, educators are simply repeating feedback rituals they experienced as students or using formulaic assessment rubrics, which are not designed with an interactive process in mind. Hence there is a need for new schemas that are structured to promote educator and learner collaboration during feedback interactions [24][25][26].…”

Section: Introductionmentioning

confidence: 99%

Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions

et al. 2021

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Background Face-to-face feedback plays an important role in health professionals’ workplace learning. The literature describes guiding principles regarding effective feedback but it is not clear how to enact these. We aimed to create a Feedback Quality Instrument (FQI), underpinned by a social constructivist perspective, to assist educators in collaborating with learners to support learner-centred feedback interactions. In earlier research, we developed a set of observable educator behaviours designed to promote beneficial learner outcomes, supported by published research and expert consensus. This research focused on analysing and refining this provisional instrument, to create the FQI ready-to-use. Methods We collected videos of authentic face-to-face feedback discussions, involving educators (senior clinicians) and learners (clinicians or students), during routine clinical practice across a major metropolitan hospital network. Quantitative and qualitative analyses of the video data were used to refine the provisional instrument. Raters administered the provisional instrument to systematically analyse educators’ feedback practice seen in the videos. This enabled usability testing and resulted in ratings data for psychometric analysis involving multifaceted Rasch model analysis and exploratory factor analysis. Parallel qualitative research of the video transcripts focused on two under-researched areas, psychological safety and evaluative judgement, to provide practical insights for item refinement. The provisional instrument was revised, using an iterative process, incorporating findings from usability testing, psychometric testing and parallel qualitative research and foundational research. Results Thirty-six videos involved diverse health professionals across medicine, nursing and physiotherapy. Administering the provisional instrument generated 174 data sets. Following refinements, the FQI contained 25 items, clustered into five domains characterising core concepts underpinning quality feedback: set the scene, analyse performance, plan improvements, foster learner agency, and foster psychological safety. Conclusions The FQI describes practical, empirically-informed ways for educators to foster quality, learner-centred feedback discussions. The explicit descriptions offer guidance for educators and provide a foundation for the systematic analysis of the influence of specific educator behaviours on learner outcomes.

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Educators’ perceptions of responsibility-sharing in feedback processes

Abstract: The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record.

Cited by 38 publications

References 30 publications

Giving away some of their powers! Towards learner agency in digital assessment and feedback

Giving away some of their powers! Towards learner agency in digital assessment and feedback

Signature feedback practices in the creative arts: integrating feedback within the curriculum

Development of the Feedback Quality Instrument: a guide for health professional educators in fostering learner-centred discussions

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