A comparison of student and staff perceptions and feelings about assessment and feedback using cartoon annotation

Zhao, Xin; Cox, Andrew; Lu, Ally; Alsuhaibani, Anas

doi:10.1080/0309877x.2021.1986620

Cited by 7 publications

(8 citation statements)

References 49 publications

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“…Our instructors expressed frustration, sadness, and disappointment related to what they perceived as a "fractured" approach to providing written feedback. They did not know the outcome of their efforts; whether students engaged with their comments or what emotions had been engendered (see also Paris 2022;Zhao et al 2022). Although the instructors considered the impact of their written comments on the emotions of their students, the realisation of these emotions remained largely hidden and unmanaged as the instructors were unable to experience the effects of their comments or felt powerless to defuse negative emotions through further explanation.…”

Section: Discussion and Implications For Assessment And Feedback Prac...mentioning

confidence: 99%

“…Although Zhao et al (2022) recently discovered that academic instructors can avoid assessment dialogue with students due to fear of conflict, conceptualisations of feedback in the research literature are increasingly anchored in relational approaches emerging from the socio-constructivist paradigm (Carless et al 2011), where students engage in conversation with the instructor and/or their peers to cocreate meaning (Nicol 2010). Assessment dialogue between instructor and student can promote not only cognitive sense-making in students (Carless and Boud 2018), but the foregrounding of emotions through encounter, discussion, and normalisation (Hill et al 2021a;Ryan and Henderson 2018).…”

Section: Introduction and Literature Contextmentioning

confidence: 99%

“…Despite the greater appreciation of the affective domain in higher education, studies focusing on instructors' emotions associated with assessment and feedback have remained scarce and underresearched (Myyry et al 2020;Zhao et al 2022), leaving an important research gap. In her opinion piece, Spaeth (2018) identifies feedback as emotional labour performed by instructors as they balance the need to demonstrate care for their students with a lack of time emerging from increased quality control.…”

Section: Introduction and Literature Contextmentioning

confidence: 99%

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Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward

Hill

Berlin

Choate

et al. 2023

TLI

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Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors experienced through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. The full interview transcripts were analysed inductively using thematic analysis. Five main themes emerged from the interview data: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feed-forward encounters, emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students’ sense of belonging; 5. Dialogic feed-forward was transformational for instructors as educators. We consider the implications of our findings for instructors and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development.

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Section: Discussion and Implications For Assessment And Feedback Prac...mentioning

confidence: 99%

Section: Introduction and Literature Contextmentioning

confidence: 99%

Section: Introduction and Literature Contextmentioning

confidence: 99%

See 1 more Smart Citation

Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward

Hill

Berlin

Choate

et al. 2023

TLI

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“…Nursing educators and supervisors should ensure they provide feedback promptly and specific to the learner's performance. Specific and high-quality feedback comments make feedback effective and valued by the learner nurses when compared to nonspecific evaluative feedback [27]. It provides an opportunity to self-assess their skills and capabilities and also it provides direction that increases motivation, confidence, self-esteem, cognitive skills, and behaviors.…”

Section: Criterion 6: Learner Assessmentmentioning

confidence: 99%

Obstacles in the Nursing Training Programs

Mbombi¹,

Ophilia²,

Bopape³

et al. 2023

Health and Educational Success - Recent Perspectives [Working Title]

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The chapter aims to discuss obstacles that affect the successful implementation of nursing training programs from learner nurses’ perspectives. The scope of the obstacles is limited to the clinical and classroom settings, where the nursing curriculum is implemented, and therefore the chapter will discuss obstacles to the nursing training program in hospitals/clinics and educational institutions. The chapter is a summary of a quantitative cross-sectional research study that collected data from all 190 learner nurses. Learner nurses were sampled with a stratified random sampling, which resulted in 129 samples of learner nurses. An electronic self-designed questionnaire written in English was sent to learner nurses via their university students’ email to complete it. Descriptive statistics were utilized to describe the frequency of learner nurses regarding the R425 program curriculum review. The source of information, in this chapter, is the research finding obtained from learner nurses, using a quantitative research approach and literature, which highlight that the success of health education could be observed when barriers to nursing program implementation have been eliminated. The chapter provides learning opportunities to program designers and leaders of the educational and healthcare facilities where the nursing training programs are implemented.

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“…They also refer to studies that link positive feedback perceptions to learning improvements and negative feedback perceptions to a lack of learning, both of which were reported by students. As Zhao et al (2021) point out, evaluation and feedback processes place a significant emotional burden onto students. Research has shown that both positive and negative feedback, cause emotions that have the potential to support or interfere with learning (Hargreaves, 2013;Hattie & Timperley, 2007).…”

Section: Perception Of Feedback Feedback Valence (Positive and Negati...mentioning

confidence: 99%

Perception of online feedback and its impact on cognitive and emotional engagement with feedback

et al. 2022

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Online feedback plays a key role in learning, but this requires that students engage with feedback. Some authors identify students’ perception of feedback as relevant to understanding engagement. To measure the effect that perceived feedback (specifically its valence) has upon engagement with feedback, a quasi-experimental study has been carried out between two groups of master’s students (191 students, 91.6% women, with a mean age of 30.6 years): a group in which students had the possibility to resubmit an assignment after feedback and another group in which students only received feedback at the end of the assignment. Results show there are no significant differences between both groups regarding the perception of the feedback. However, the results point to the importance of feedback valence perception in resubmission situation. In this situation, a significant relationship between emotional engagement and cognitive engagement with feedback was identified depending on how the feedback was perceived. The main conclusions are the need of incorporating opportunities for resubmission to promote engagement with feedback, the relevance of the perception of feedback, and the role of emotional engagement plays in relation to cognitive engagement with feedback.

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A comparison of student and staff perceptions and feelings about assessment and feedback using cartoon annotation

Cited by 7 publications

References 49 publications

Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward

Emotions Experienced by Instructors Delivering Written Feedback and Dialogic Feed-Forward

Obstacles in the Nursing Training Programs

Perception of online feedback and its impact on cognitive and emotional engagement with feedback

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