52 research outputs found
Student perceptions of the âbestâ feedback practices: An evaluation of student-led teaching award nominations at a higher education institution
There is great emphasis in contemporary higher education to address the seemingly consistent issue of what students perceive to be good assessment feedback practice. Improving this aspect of the student experience continues to elude higher education institutions, as reflected in the nationally lower than average scores in the United Kingdomâs annual National Student Survey questions on prompt feedback, which makes this a timely area for further investigation and discussion. To investigate student perceptions of feedback, this article examines the qualitative data from three years of student-led teaching awards nominations at the University of Winchester for the category "Best Lecturer for Constructive and Efficient Feedback." From this study, new revelations with regard to the student perception of the âbestâ lecturersâ feedback practices have come to light, including terminology, language, and emphasis on email turnaround, rather than the actual format of the feedback itself (such as handwritten, audio, e-submission). Key findings include that students focus on the quality of the linguistic elements of feedback rather than the mode of delivery. The study also finds that students are often perceiving feedback in a literal sense, with many staff nominated based on their informal email responses rather than the formal assignment feedback often attributed to this question in the National Student Survey. In order to tease out the repetitive emerging themes for which practices students are perceiving to be âgoodâ feedback, this article outlines the findings of this study, including the methodology and nomination process of the student-led teaching awards at the University of Winchester
DIY assessment feedback: Building engagement, trust and transparency in the feedback process
This study evaluates a novel assessment and feedback process in which students were tasked with actively engaging in the feedback process in a âDIYâ â do-it-yourself â assessment feedback workshop. The research team set out to explore how an active participation in the construction of the assessment criteria and utilisation of that co-constructed criteria would affect the studentsâ engagement with assessing their own work. Through providing the space in which students were encouraged to use criteria to mark their own work, the research team aimed to build the studentsâ trust and confidence in the transparency of the assessment process. The main findings of this study have shown the value of this DIY assessment feedback workshop, as it has proven to encourage a deeper level of reflection in the student participants and catalysed a greater connection between the learning process of assessment feedback with both their past and future assessments
Student Perceptions of the âBestâ Feedback Practices:An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution.
The Student Participation Map:A tool to map student participations, engagements, opportunities and extra-curricular activities across a Higher Education Institution
Play and Creativity as Extra-Curricular Festivities: A Case Study Following the Winchester Play and Creativity Festival
Going Beyond Metric Driven Responses to Surveys: Evaluating uses of UKES to Support Students' Critical Reflection on their Learning Gain
The Development of Contemporary Student Engagement Practices at the University of Winchester & Winchester Student Union
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