Achieving 100% pass rate and NSS feedback for a module: How we did it

Assessment exercises a major influence on student learning and achievement (Boud 2007). Yet QAA reviews and pedagogic literature identify assessment practices as one of the weakest features of Higher Education (Rust et al. 2005). In terms of the student learning experience the feedback process following assessment is the least satisfactory element. This is exemplified in consistently low satisfaction scores for assessment and feedback in National Student Surveys (NSS), where most concern surrounds the timeliness, quality and effectiveness of feedback. The research presented here is based on the premise that feedback should occupy a central position within a dialogic approach to learning, teaching and assessment (Alexander 2004). We adopt a qualitative case study approach, undertaking semi-structured interviews with students from two consecutive cohorts who have undertaken dialogic feed-forward coursework on a second year undergraduate physical geography module at UWE. The assessment consists of submitting a considered draft of a coursework essay, which is discussed and evaluated face-to-face with the course tutor before a self-reflective piece is written about the assessment process and a final essay is submitted for formal grading. Using thematic analysis of transcripts we explore student perspectives of the assessment process. We test the social constructivist theory that if academic staff and students discuss feedback together students might negotiate meaning and learn to actively reflect upon feedback, developing their capacity to translate key content and ‘feeding forward’ this learning (Brown 2007; Nicol 2010). We present evidence that this process asserts a positive influence on the student learning experience in a number of inter-related cognitive and affective ways, in supporting student performance/achievement, and in enhancing NSS and TEF metrics related to feedback (Higgins et al. 2001, Sutton 2009). We finish by presenting a model of good practice for dialogic feed-forward assessment that can guide both module and programme planning and delivery

Improving the student learning experience through dialogic feed-forward assessment

Assessment feedback gains consistently low satisfaction scores in national surveys of student satisfaction, with most concern surrounding its timeliness, quality and effectiveness. We present the results of a two year qualitative study, thematically analysing semi-structured interviews with students who have undertaken dialogic feed-forward coursework on a second year undergraduate geography module in a British university. The assessment consists of submitting a considered draft of a coursework essay, which is discussed and evaluated face-to-face with the course tutor before a self-reflective piece is written about the assessment process and a final essay is submitted for formal grading. We present evidence that this process asserts a positive influence on the student learning experience in a number of inter-related cognitive and affective ways, impacting upon learning behaviour, supporting student achievement, and raising NSS scores related to feedback. We espouse an ipsative, cyclical approach to dialogic feed-forward, focusing on learners’ longitudinal development

Dialogic feed-forward assessment: Re-energising the undergraduate essay

Assessment exercises a major influence on student learning and achievement (Boud 2007). Yet QAA subject reviews identify assessment practices as one of the weakest features of Higher Education (Rust et al. 2005). In terms of the student learning experience the feedback process following assessment is the least satisfactory element. This is exemplified in consistently low satisfaction scores for assessment and feedback in the National Student Satisfaction surveys, where most concern surrounds the timeliness, quality and effectiveness of feedback. We examine how the traditional essay can be used innovatively with students within a dialogic framework to move them beyond ‘regurgitation’ of information. We adopt a qualitative case study approach, undertaking semi-structured interviews with students from two consecutive cohorts who have undertaken dialogic feed-forward coursework on a second year undergraduate physical geography module in a British university. The assessment consists of submitting a considered draft of a coursework essay, which is discussed and evaluated face-to-face with the course tutor before a self-reflective piece is written about the assessment process and a final essay is submitted for formal grading. We test the social constructivist theory that if academic staff and students discuss feedback together students might learn to actively reflect upon feedback, developing their capacity to translate key content and ‘feeding forward’ this learning (Brown 2007). We examine whether this process asserts a positive influence on the student learning experience, in supporting student performance/achievement, and in potentially raising NSS scores related to feedback (Higgins et al. 2001, Sutton 2009)

Improving the student experience through feedforward dialogic assessment

Assessment exercises a major influence on student learning and achievement (Boud 2007). Yet QAA subject reviews identify assessment practices as one of the weakest features of Higher Education (Rust et al. 2005). In terms of the student learning experience the feedback process following assessment is the least satisfactory element. This is exemplified in consistently low satisfaction scores for assessment and feedback in the National Student Satisfaction surveys, where most concern surrounds the timeliness, quality and effectiveness of feedback. The research presented here is based on the premise that feedback should occupy a central position within a dialogic approach to learning, teaching and assessment (Alexander 2004). We adopt a qualitative case study approach, undertaking semi-structured interviews with students from two consecutive cohorts who have undertaken dialogic feed-forward coursework on a second year undergraduate physical geography module in a British university. The assessment consists of submitting a considered draft of a coursework essay, which is discussed and evaluated face-to-face with the course tutor before a self-reflective piece is written about the assessment process and a final essay is submitted for formal grading. We test the social constructivist theory that if academic staff and students discuss feedback together students might learn to actively reflect upon feedback, developing their capacity to translate key content and ‘feeding forward’ this learning (Brown 2007). We examine whether this process asserts a positive influence on the student learning experience, in supporting student performance/achievement, and in potentially raising NSS scores related to feedback (Higgins et al. 2001, Sutton 2009

Reconceptualising Assessment and Feedback to Promote Student Wellbeing

We present results from a three-year qualitative enquiry, exploring changing student emotions and learning behaviours linked to a student-teacher dialogic assessment approach implemented in a second year undergraduate course at a large teaching-oriented British university. The approach uncovered the inherently emotional experience for students of receiving assessment commentary. Through dialogic feed-forward meetings, negative emotions such as apprehension and anxiety were transformed into positive emotions such as enthusiasm and pleasure. The relational interactions and collaborative reflections in the meeting also had longer-term effects on student self-regulatory and self-efficacious behaviours, relating not only to the specific assessment task but beyond to other second year assignments and into their third year of study. By creating a safe and nurturing learning environment, positive beliefs were built and/or strengthened, empowering students to develop resilient academic behaviours, boosting learning outcomes, and maximising the potential for sustainable learning and academic success. We conclude with implications for practice

Improving student outcomes through dialogic feed-forward assessment

Assessment and feedback are fundamental to student learning and achievement and are arguably more influential to learning behaviour and learners’ experience than teaching. However, assessment feedback gains consistently low scores in national surveys of student satisfaction, with most concern surrounding its timeliness, quality and effectiveness. We present the results of a two year qualitative study, thematically analysing semi-structured interviews with students who have undertaken dialogic feed-forward coursework on a second year undergraduate geography module in a British university. The assessment consists of submitting a considered draft of a coursework essay, which is discussed and evaluated face-to-face with the course tutor before a self-reflective piece is written about the assessment process and a final essay is submitted for formal grading. We present evidence that this process asserts a positive influence on the student learning experience in a number of inter-related cognitive and affective ways, impacting upon learning behaviour, supporting student achievement, and raising student satisfaction survey scores related to feedback. We espouse an ipsative, cyclical approach to dialogic feed-forward that enhances assessment literacy and hence learners’ longitudinal development

Reflections on student-staff research partnership: Opportunities, benefits, & challenges

This paper explores the opportunities for student-staff partnership in the research process, before progressing to examine the benefits and challenges of such engagement. Using the model of Healey (2005), opportunities for student partnership in research will be mapped across the undergraduate learning journey. The authors will demonstrate how research partnership includes opportunities within and outside of the formal curricula. We suggest that partnership in this form operates as a “Borderland Space” (Hill et al., 2016) allowing for the re-conceptualisation of practices and identities. This transformative and novel learning experience has benefits in the form of the development of graduate attributes (Barrie, 2004). We highlight the important role for extra-/co-curricular activity in enabling the development of graduate competencies free from formal assessment. However, partnership can be challenging for both partners. The de-stabilizing of traditional power relations, shifting conceptualizations of identity, the sustainability of the partnership, the challenge of providing an inclusive curriculum, and ethics of co-research/publication, all come into play. We conclude that undergraduate research is the pedagogy of the twenty-first century (CUR, 2005) and that partnership across the research cycle can prepare students for employment and citizenship in a rapidly changing world. However, fulfilling the promise of research partnership does require co-ordinated evolution of institutional policies that enable productive disruptions through partnership, and appropriate recognition and reward for staff and students

Building learning communities to enhance assessment

In this paper we will encourage you to reimagine assessment and feedback, supported by the latest research and evidence-informed practice, enabling you to deliver assessment that helps your students to learn, improves their performance, enhances their satisfaction, motivates them in their studies and improves their self-confidence. We will work through a series of questions accompanied by directed group discussion, asking: 1. Why should we reconsider assessment and feedback in higher education? 2. What is the purpose of assessment and feedback, and what does this mean for your practice? 3. How can you improve your assessment literacy and that of your students? 4. How does programme-focussed assessment support and enhance your practice? We will demonstrate that an ‘optimum’ assessment approach comes from building learning communities of staff and students that deliver authentic assessment; situating learning in the context of immediate and future academic utility and prospective ‘real-world’ practice. Authentic assessment is achieved through active student engagement in a sustainable assessment process, which establishes relevant activity and student-staff dialogue, and which encourages learner responsibility, self-regulation and self-efficacy. We will offer case studies from UWE and more widely to exemplify how this approach to assessment has enhanced the student learning experience and provided information that can help shape teaching. We will conclude by offering recommendations for practice if we are to rise to the challenge of delivering authentic assessment for life-long learning going forward

Regional rainfall response to the North Atlantic Oscillation (NAO) across Great Britain

© IWA Publishing 2019. The North Atlantic Oscillation (NAO) has been long studied as the primary teleconnection affecting the British and European climate. However, previous studies have focused on extremes or have been spatially and temporally limited. In recent years, our ability to predict the NAO has improved. Also, new research is emerging, suggesting that the NAO is a key driver of hydrological extremes. These factors mean that there is a renewed value in enhancing our understanding of how the NAO influences general rainfall patterns. In this study, we spatially analyse correlations between NAO indices and monthly rainfall data and the Standardised Precipitation Index. We also map mean monthly rainfall differences under NAO-positive and -negative conditions. Based on our results, we identify three main observations: (I) there is sensitivity in the rainfall patterns to the chosen NAO index; (II) there is a clear winter north/west and south/east divide in rainfall patterns; and (III) the NAO does have an effect on summer rainfall patterns, although the spatiality of these patterns is less distinctive than in winter. As far as we are aware, this is the first national scale, monthly NAO-rainfall analysis undertaken for a long period