Development of a Context-based Formative Feedback Practice Framework: A Higher Education Action Research Project

Abstract

Formative Assessment (FA), and Formative Feedback (FF) as a central part of FA, in Higher Education (HE) is a complex and contested process with various definitions, ranging from the nebulous to the highly specific. This has made the practical task of enhancing FA and FF processes in undergraduate courses challenging. This paper reports on an Action Research (AR) project that sought to understand and develop FA and FF practices within an HE Institute of Education. Emphasis was placed on student experiences and perceptions, as well as the importance of considering learner opinions as a valid source of knowledge generation. The starting point for the project was a theoretical exploration of the broader concept of FA, which highlighted the different interpretations within the literature. It also revealed the potential challenges surrounding its practical implementation regarding FF, particularly the divergences between students and lecturers regarding purpose and goals. Following an iterative AR process, the project used this starting point to develop project goals and ethos, collect and analyse data to audit existing FA and FF practices, and design and apply a framework for evaluating and evolving these practices. The paper concludes by reviewing the benefits and limitations of the AR project and offering proposals for further actions