Strategies for using feedback students bring to higher education

Burke, Deirdre

doi:10.1080/02602930801895711

Cited by 111 publications

(67 citation statements)

References 20 publications

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“…There are numerous examples of student inability to capitalize on feedback opportunities by failing to make use of additional feedback offered (Bloxham & Campbell, 2010;Burke, 2009;Fisher et al, 2011;Handley & Cox, 2007). Even when "good" feedback has been given, the gap between receiving and acting on feedback can be wide given the complexity of how students make sense of, use, and give feedback (Taras, 2003).…”

Section: Exploring the Feedback Gap: Student Inability To Benefit Fromentioning

confidence: 99%

“…The value and relevance of feedback to future tasks needs to be explicitly discussed and exemplified. Mutch (2003) argued that if students have not been prepared to connect with their feedback, they may show little evidence of development or intrinsic motivation to learn, and according to Burke (2009), they may also "utilise the inadequate learning strategies . .…”

Section: Core Themesmentioning

confidence: 99%

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Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

817

574

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This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) Keywords: assessment, feedback, higher education, feedback gap, feedback landscape.A focus on assessment feedback from a higher education (HE) perspective is pertinent given those debates on enhancing student access, retention, completion, and satisfaction within college and university contexts (Eckel & King, 2004). This article will provide a timely and thorough critique of the latest developments within the assessment feedback field. The focus of the review is on the feedback that students receive within their coursework from multiple sources. In the introduction, feedback is defined and the HE context articulated. This is followed by an analysis of 460 articles on assessment feedback in HE produced in the past 12 years. Key themes and dominant discourses are explored, including an examination of the feedback gap. Relevant theoretical perspectives are drawn upon and extended to conceptualize the feedback landscape in order to provide a valuable framework for considering the issues and processes implicit in implementing effective assessment feedback designs within HE contexts and to facilitate future research agendas in assessment feedback in HE.

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Section: Exploring the Feedback Gap: Student Inability To Benefit Fromentioning

confidence: 99%

Section: Core Themesmentioning

confidence: 99%

Making Sense of Assessment Feedback in Higher Education

Evans

2013

Review of Educational Research

817

574

View full text Add to dashboard Cite

show abstract

“…The reviewed literature also revealed that the most of the studies have focused on the perceptions and experiences of undergraduate students (Black & Wiliam, 1998;Burke, 2009;Carless, 2006;Chanock, 2000;Duncan, 2007;Higgins et al, 2001), whereas little is known about graduate students' perception and their utilization of written feedback. The purpose of this study was to appraise the quality of written feedback and explore students' perceptions and experiences of the feedback in the graduate programmes at Azeem University (pseudonym) in Pakistan.…”

Section: Introductionmentioning

confidence: 99%

Graduate Students’ Perceptions of Written Feedback at a Private University in Pakistan

Ghazal¹,

Gul²,

Hanzala³

et al. 2014

IJHE

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Excellence in academic performance at the graduate level requires good command of writing skills. Teachers' written feedback can help students to develop their writing skills. However, several personal and contextual factors may influence feedback processes and its utilization by students. Therefore, understanding these factors is essential to improve the practice of written feedback. This study aimed to appraise the quality of written feedback in the graduate programmes and to ascertain students' perceptions about it at a private university in Pakistan. A purposive sample of 15 participants comprised the study. The data were collected through in-depth students' interviews and the teachers' written comments on students' assignments. Data were coded and categorized to assess the pattern of similarities and dissimilarities. The analysis of comments on students' assignments indicated that the amount of feedback varied greatly. Although some feedback focused on form and style, most comments focused on the content. Moreover, the tone of comments lacked a balance of praise, criticism and suggestions. The data from students' interviews were categorized as: variations in experiences, functions of written feedback, effectiveness of feedback and utilization of feedback. With some exceptions students' perceptions about the quality feedback corroborated with the teachers' comment analysis. The study highlights several factors that impact the receptivity and utilization of feedback by students. Therefore, teachers need to be aware and trained to enhance the quality of their feedback.

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“…The problem for some students seemed to be in grasping the rationale for suggestions made in the feedback in order to be able to apply the principles themselves to feed-forward into future assignments. As Burke (2009) andJonsson (2013) suggest, students may require guidance on how to use feedback effectively, and our Group B students, particularly in 2012-13, are likely to fall into this category. The changes in our approaches to implementing the reflections in 2013-14, and increased emphasis on generation of active action plans, may have facilitated the acquisition of the requisite skills in effective use of feedback in a proportion of the class for whom feedback may otherwise have had little positive effect.…”

Section: Discussionmentioning

confidence: 99%

“…Effective utilisation of feedback is a skill that may need to be learned (Orsmond, Merry and Reiling 2005;Weaver 2006;Burke 2009), and is something which clearly not all students do well. Orsmond, Merry and Reiling (2005) found that high-achieving students (perhaps equivalent to our Group A) used feedback to generate their own solutions, whilst weaker students (perhaps equivalent to our Group B, especially in 2012-13) tended not to move beyond tutor comments.…”

Section: Discussionmentioning

confidence: 99%

Improving the effectiveness of feedback by use of assessed reflections and withholding of grades

Jackson

Marks

2015

Assessment & Evaluation in Higher Education

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We wished to improve levels of student engagement with feedback within the context of our postgraduate masters-level programme, and therefore evaluated the use of two interventions: assessed reflections on feedback, and grade-withholding. In questionnaires students reported more engagement with feedback after the interventions, with 77% in favour of using reflections, though only 57% favoured grade-withholding, with feelings of frustration and anxiety about the grade cited as factors. Overall class grades improved over the two years in which reflections were used, with the greatest gains made by students generating the most insightful reflections. Additional gains in the second year of intervention may have been attributable to improved implementation or introduction of grade-withholding, or a combination of both. Overall we demonstrated clear improvement in feedback utilisation and achievement associated with our interventions.

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Strategies for using feedback students bring to higher education

Cited by 111 publications

References 20 publications

Making Sense of Assessment Feedback in Higher Education

Making Sense of Assessment Feedback in Higher Education

Graduate Students’ Perceptions of Written Feedback at a Private University in Pakistan

Improving the effectiveness of feedback by use of assessed reflections and withholding of grades

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