Student voice: using qualitative feedback from students to enhance their university experience

Grebennikov, Leonid; Shah, Mahsood

doi:10.1080/13562517.2013.774353

Cited by 62 publications

(45 citation statements)

References 15 publications

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“…Instead, student satisfaction questionnaires, such as the UKs National Student Survey, tend to collect data on attitudes to assessment which are confined to understanding of criteria, the timeliness of feedback, the clarity and detail of comments and fairness in the narrower context of marking practice. Moreover, 'student voice' is often buried beneath an overriding emphasis on quantitative data (Grebennikov and Shah 2013). Performative expectations have profoundly changed what it means to be a university student.…”

Section: Resultsmentioning

confidence: 99%

The performative turn in the assessment of student learning: a rights perspective

Macfarlane

2016

Teaching in Higher Education

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Active learning and group-based processes in higher education are central to student engagement strategies. Forms of assessment regarded as evidencing student engagement, including attendance, class participation grading and group-based projects, have become commonplace in the university curriculum on an international basis. Whilst the literature has focused on evaluating such forms of assessment in terms of learning gain, analysis of their impact from a student rights perspective has been largely overlooked. This paper will analyse student perspectives of three forms of assessment entailing the measurement of observable student attitudes and behaviour: attendance, class participation and group work grading. The evidence from a survey of undergraduates based in a Hong Kong university suggests that the majority of students are concerned about whether such practices are appropriate and fair, potentially undermining their freedom of choice to learn as adults. ARTICLE HISTORY

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Section: Resultsmentioning

confidence: 99%

The performative turn in the assessment of student learning: a rights perspective

Macfarlane

2016

Teaching in Higher Education

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“…Additionally, Study 2 found that whilst students appeared to make fewer statements using the Start Stop Continue format, the quality of feedback improved. This is an important finding as there is an ever-increasing expectation on students to provide regular course feedback, and qualitative data are a rich source of important information that may aid course development (Grebennikov and Shah 2013;Symons 2006), yet their utility is constrained by the resources required to analyse them (Richardson 2005). Thus it is important to identify ways in which the richness of qualitative feedback can be retained (and even enhanced) while reducing the resource load for analysis.…”

Section: Discussionmentioning

confidence: 99%

“…6) Any comments about the new feedback form Questions 4 was included as much of the teaching on Course A was given by external speakers who may value course feedback as evidence of their own professional development and engagement with education. Question 5 was included to allow students to make more general comments relating to the course that may not have fitted within the Stop/Start/Continue structure, in keeping with literature suggesting that open-ended questions are valued by students and may result in important feedback (Grebennikov and Shah 2013;Kabanoff, Richardson, and Brown 2003).…”

Section: Methodsmentioning

confidence: 99%

“…For course development and teaching improvement there is a need to collect and analyse qualitative feedback provided by students (Grebennikov and Shah 2013). Students value free text comments in feedback (Kindred and Mohammed 2005), and qualitative data also add context and detail to issues which arising in the quantitative data (Symons 2006).…”

Section: Introductionmentioning

confidence: 99%

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Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education

Hoon

Oliver

Szpakowska

et al. 2014

Assessment & Evaluation in Higher Education

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(2015) 'Use of the 'Stop, Start, Continue' method is associated with the production of constructive qualitative feedback by students in higher education.', Assessment and evaluation in higher education., 40 (5). pp. 755-767. Further information on publisher's website: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Abstract Students in higher education are increasingly asked to give feedback on their education experience, reflecting an increase in the importance attached to that feedback. Existing literature demonstrates that qualitative student feedback is valued and important, yet there has been limited evaluation of the means by which qualitative student feedback is collected, and how collection method influences the depth of feedback from students. We evaluated the depth of feedback written by students on programmes at three different universities in the UK, using an established evaluation instrument. We found that the use of a structured proforma ('Stop, Start, Continue') was associated with feedback of greater depth than that produced using free-text entry. We then evaluated the effect of switching from a free-text to a structured proforma at one institution and found, again, that the structured proforma was associated with feedback of greater depth. In addition, students indicated a preference for the structured proforma.

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“…The addition of open-ended questions is likely to provide richer information, and perhaps insights into the rationales for students' ratings, as well as elaboration on the type of support (or lack thereof) students received from clinical facilitators and clinical staff, and information on student views of the quality of clinical placements (Agamy and Alhakim, 2013;Grebennikov and Shah, 2013).…”

Section: Introductionmentioning

confidence: 99%

Unravelling the complexities of nursing students' feedback on the clinical learning environment: A mixed methods approach

Salamonson

Everett

Halcomb

et al. 2015

Nurse Education Today

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Student voice: using qualitative feedback from students to enhance their university experience

Cited by 62 publications

References 15 publications

The performative turn in the assessment of student learning: a rights perspective

The performative turn in the assessment of student learning: a rights perspective

Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education

Unravelling the complexities of nursing students' feedback on the clinical learning environment: A mixed methods approach

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