Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education

Abstract

Student dissatisfaction with assessment and feedback is a significant challenge for most UK Higher Education Institutions according to a key national survey. This paper explores the meaning, challenges and potential opportunities for enhancement in assessment and feedback within the authors' own institution as illustrative of approaches that can be taken elsewhere. Using a qualitative design, a review of assessment and feedback, which included an exploration of students' perceptions, was made in one College of the University. The findings highlighted variations in assessment and feedback practice across the College with dissatisfaction typically being due to misunderstanding or miscommunication between staff and students. Drawing on the review, we assert in this paper that students' dissatisfaction with assessment and feedback is not a 'tame' problem for which a straightforward solution exists. Instead, it is a 'wicked' problem that requires a complex approach with multiple interventions.

Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia

“…In the current study’s setting, nursing students perceived that there are uniformities in the nature and manner of how feedback is conveyed to the nursing students. These findings are contrary to those of Deeley et al ( 2019 :385–405), who asserted that students noted inconsistency in the way feedback was conveyed by different staff. This recommendation on the development of procedures and guidelines for feedback is crucial, considering that registered nurses are not trained as clinical educators and a large number of lecturers, tutors and clinical instructors are appointed in their positions because of qualifications in their discipline that are, however, not education-related.…”

“…In addition, students feel insulted and undermined as a result of feedback given in groups. Conflicting results were documented by Deeley et al ( 2019 :385–405), who revealed that students find it beneficial to receive group feedback. Nevertheless, Hardavella et al ( 2017 :327–333) indicated that feedback providers may give group feedback, but this should be addressed to the whole group rather than targeting an individual within the group.…”

“…Also, a review study conducted in North Carolina by Jug, Jiang and Bean ( 2019 :244–250) on giving and receiving feedback reported future improvement as one of the perceived purposes of feedback amongst students. In addition, a study conducted in the United Kingdom revealed that students perceived feedback as contributing unremittingly to the process of learning and improving performance (Deeley et al 2019 :385–405). However, they warned that it is important for students to use feedback effectively for it to positively contribute to learning.…”

“…In general, written feedback is preferred and perceived to be beneficial to students, in comparison to other forms of feedback (Deeley et al 2019 :385–405). This is more related to the fact that it is possible to recycle written comments for later use (Al-Bashir et al 2016 :38–41).…”

Addressing the wicked problem of feedback during the teaching practicum

“…Addressing the wicked problem of feedback during the teaching practicum Gravett, 2020). Research has highlighted the inadequacies of the feedback provided to student teachers during the teaching practicum (Deeley et al, 2019;Ellis & Loughland, 2017). By their very nature, wicked problems involve numerous stakeholders, each with different perspectives on the problem, its causes and possible ways of addressing the problem.…”