The role of assessment feedback in developing academic buoyancy

Shafi, Adeela ahmed; Hatley, Jenny; Middleton, Tristan; Millican, Richard; Templeton, Sian

doi:10.1080/02602938.2017.1356265

Cited by 18 publications

(12 citation statements)

References 34 publications

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“…Out of 39 faculty, 19 provided additional feedback, which reinforced the highest scores about the accurate feedback from the reviewers. This finding was consistent with the literature showing that individual and constructive feedback receive positive results and support future student performance (Ahmed Shafi et al, 2018;Toit, 2012).…”

Section: Measures Of a Quality Processsupporting

confidence: 92%

Multiple meta-assessment measures of a quality process: toward institutional effectiveness

Pham

2020

QAE

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Purpose The purpose of this study is to share quality process experience from a US comprehensive university to use both direct (participation rate and assessment quality) and indirect assessment measures (assessment survey) to evaluate the quality process. Design/methodology/approach A mixed method design was used to evaluate the quality process. The qualitative design used thematic analysis to find the common themes from the assessment survey. The quantitative design included reliability and internal consistency for the survey and inter-rater reliability for the peer review. Findings Findings indicated that participation rate and assessment quality improved over the years. Faculty provided positive feedback about assessment website, the peer review process and feedback but negative perspectives on the assessment management software and heavy workload on assessment activities. The researcher shared the actions made based on three-year assessment results, especially how leaders have used it to align with planning and budgeting to close the institutional effectiveness loop. Research limitations/implications This research had two limitations. The inter-rater reliability of the peer review was not high and the number of peer review reports in two years were so different, so the results could not be checked for statistical significance. Practical implications The meta-assessment results could have important implications for other universities to improve the quality process. Originality/value There have been limited studies on using both direct and indirect assessment measures to evaluate the quality process. This study uses multiple measures to provide accurate results for administrators’ decision-making in resource allocation.

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Section: Measures Of a Quality Processsupporting

confidence: 92%

Multiple meta-assessment measures of a quality process: toward institutional effectiveness

Pham

2020

QAE

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“…In short, balanced critical feedback helps students to regulate their emotions. When taken together, these approaches could positively impact academic buoyancy (Shafi et al 2018), enhancing learning outcomes.…”

Section: Implications For Practicementioning

confidence: 99%

Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors

Hill

Berlin

Choate

et al. 2021

TLI

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Summative assessments tend to be viewed as high-stakes episodes by students, directly exposing their capabilities as learners. As such, receiving feedback is likely to evoke a variety of emotions that may interact with cognitive engagement and hence the ability to learn. Our research investigated the emotions experienced by undergraduate students in relation to assessment feedback, exploring if these emotions informed their learning attitudes and behaviours. Respondents were drawn from different years of study and subject/major. A qualitative approach was adopted, using small group, semi-structured interviews and reflective diaries. Data were analysed thematically and they revealed that receiving feedback was inherently emotional for students, permeating their wider learning experience positively and negatively. Many students struggled to receive and act upon negative feedback, especially in early years, when it was often taken personally and linked to a sense of failure. Negative emotional responses tended to reduce students’ motivation, self-confidence, and self-esteem. Some students, especially in later years of study, demonstrated resilience and engagement in response to negative feedback. By contrast, positive feedback evoked intense but fleeting emotions. Positive feedback made students feel cared about, validating their self-worth and increasing their confidence, but it was not always motivational. The paper concludes with recommendations for instructors, highlighting a need to communicate feedback carefully and to develop student and staff feedback literacies.

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“…The inventory is designed to help students reflect on their academic buoyancy skills (e.g., planning after academic setbacks) and to assist students and teachers in developing students’ buoyancy skills over time. Other researchers have found that teachers may be able to support student buoyancy by incorporating key buoyancy elements into their everyday feedback process (ahmed Shafi et al, 2018). For example, providing clear reasoning behind the grades students received, dedicating time in class postfeedback to let students formulate an action plan based on the feedback, and helping students to manage their emotions may help students to bounce back following negative academic feedback (ahmed Shafi et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Other researchers have found that teachers may be able to support student buoyancy by incorporating key buoyancy elements into their everyday feedback process (ahmed Shafi et al, 2018). For example, providing clear reasoning behind the grades students received, dedicating time in class postfeedback to let students formulate an action plan based on the feedback, and helping students to manage their emotions may help students to bounce back following negative academic feedback (ahmed Shafi et al, 2018). Importantly, this feedback process is in line with other research suggesting that academic buoyancy can be supported through cognition, behavior, and emotion management systems.…”

Section: Discussionmentioning

confidence: 99%

Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement.

Bostwick¹,

Martin²,

Collie³

et al. 2022

Journal of Educational Psychology

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The present longitudinal study examined the reciprocal relationships among students' academic buoyancy, their perceptions of school support (learning support, teacher relational support, school belonging, and classroom management), and their motivation and engagement (perseverance, perceived competence, valuing of school) across 1 year of school. Using information from a large sample of secondary school students (Grades 7-11) in New South Wales, Australia (N = 71,681 students, K = 292 schools), the current study examined a series of single-level (students) and doubly-latent multilevel (students and schools) cross-lagged structural equation models. At the student level, results revealed a reciprocal relationship among students' sense of school belonging and academic buoyancy. There were also several significant directional paths at the student level, such that academic buoyancy predicted students' motivation, engagement, and perceptions of school support 1 year later. At the school level, there were no significant reciprocal effects, but there were significant directional effects such that schools with higher average classroom management and school belonging tended to also have higher average academic buoyancy 1 year later. These findings contribute to ongoing research into ways researchers and educators may support and optimize student-and whole-school academic buoyancy. Educational Impact and Implications StatementThe results of the present investigation suggest that academic buoyancy holds several significant relationships with positive and adaptive academic constructs, including students' perceptions of school support as well as their academic motivation and engagement. Such findings suggest that targeting academic buoyancy through educational interventions (e.g., interventions that promote psychological flexibility) and classroom practices (e.g., academic buoyancy inventories) may hold significant benefits for a variety of students' experiences at school. Moreover, results demonstrate potential avenues to support whole-school buoyancy through developing students' sense of belonging and cultivating structured school environments. Thus, helping students to feel safe and included may also help them to navigate and manage academic setbacks and challenges in school.

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The role of assessment feedback in developing academic buoyancy

Abstract: The University of Gloucestershire accepts no liability for any infringement of intellectual property rights in any material deposited but will remove such material from public view pending investigation in the event of an allegation of any such infringement.

Cited by 18 publications

References 34 publications

Multiple meta-assessment measures of a quality process: toward institutional effectiveness

Multiple meta-assessment measures of a quality process: toward institutional effectiveness

Exploring the Emotional Responses of Undergraduate Students to Assessment Feedback: Implications for Instructors

Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement.

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