Enhancing the assessment and the feedback in higher education

Abstract

Purpose Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula. Design/methodology/approach A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained mid-module reviews/student feedback; rubrics used in assessment; and formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive structural modelling (ISM) analysis identified the influence and reliance of each driver. Findings This study revealed 15 drivers – 4 fundamental, 6 significant and 5 important – for enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. This study identified that National Student Survey results were significantly improved due to implementing said drivers compared with the national and sector benchmarks. Practical implications The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be used as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE. Originality/value This study is one of, if not the only, to develop a guideline for signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge.

Enhancing academic support for students in higher education

“…From a 375 population with a confidence level of 95% and an error margin of 5%, the minimal sample size for the study needed to be more than 191. Overall, 230 students participated, making the sample size for the survey well above the required size and appropriate for the study (Gomis et al , 2023c; Bevan, 2019). The documental data were categorised into themes where students reflected on their experience with academic support and suggested areas for further improvement.…”

“…The student body varies in several aspects, such as knowledge competency, learning techniques, physical and mental well-being, socioeconomic background and other demographic factors (Kahn and Agnew, 2016). A key theme identified in previous studies was the importance of reflecting on each variable in providing advice and guidance in general and assessment contexts (Gomis et al , 2023c). It should be noted that meeting these diverse variables alone is challenging and limited by the curriculum framework, increasing student numbers and demanding academic time frame.…”