A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships

Abstract

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large first-year core course at a regional Australian university in semester 2, 2012. The evaluation consisted of three components: student surveys pre-and post-WRDF; a student focus group post-WRDF; and a teacher survey post-WRDF. Participating students' and teachers' perceptions of the WRDF assessment feedback suggested that students value feedback highly, and show a preference for feedback combining written, reflective and dialogic processes. The research findings suggest that the WRDF framework can be utilised to address the immediate, practical problem of students' and teachers' dissatisfaction with the practice of assessment feedback. Thus, WRDF may be used to nurture teacher/student relationships and enhance the learning process. Although a relatively intensive process, the WRDF strategy can serve an integral role in enhancing feedback practices and supporting students.

Analysis of Teacher-written Corrective Feedback in Second Language Writing Pedagogy in Secondary Schools, Bulilima, Zimbabwe

“…One informant knowingly said that their teacher prepared and gave them composition materials for she was with them for a long time. This finding concurs that by [26] who realized that continuous feedback can create and enhances the student-teacher relationship.…”

‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

“…Ajawi & Boud, 2015;Crimmins et al, 2016) but students' preferences differ (Hepplestone & Chikwa, 2014) with some students favouring written comments only (Yang & Carless, 2013) and others appreciating a combination of written comments alongside one-to-one meetings with their lecturers (Blair & Mcginty 2012). One of the barriers to effective feedback in one-to-one's is explained by Poulus & Mahony (2008) who suggested that some students do not feel that they can interact with their lecturer due to their own confidence level and a lack of established relationship with their lecturer.…”

Implementing first-year assessment principles: An analysis of selected scholarly literature

“…The biggest issue in providing useful feedback seems to be that quality is compromised if academics are burdened with short turnaround times and/or too many students (Crimmins et al, 2016;McDonnell & Curtis, 2014;McNaught & Benson, 2015;Palmer, Levett-Jones, Smith & McMillan, 2014). Nicol (2009) suggests that this principle requires creating opportunities for students to receive early feedback (on drafts or formative tasks) and then making sure that students engage with the feedback and determine how they can use it in future assignments.…”

“…One way of ensuring that students act on feedback is to oblige them to interact with the feedback before they undertake the next task. Crimmins et al (2016), for example, included a reflection on feedback activity where students were asked to determine what the feedback indicated and identify areas for improvement. This was then used to formulate questions for their tutor in a face-to-face session.…”

“…Self-assessment was undertaken after peer review, which allowed critical comparison to their peers. Crimmins et al (2016) developed a model for written, reflective and dialogic feedback (WRDF) using three types of feedback: written feedback; teacher-guided reflection on feedback; and dialogue between the teacher and student. Potter and Bye (2014) implemented a strategy whereby poorly-performing students undertook a self-reflection task and then met one-on-one with their tutor to identify goals and plan for future assessment.…”