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

Abstract

(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.

Eliciting student feedback for course development: the application of a qualitative course evaluation tool among business research students

“…While significantly less research has been conducted into the advantages of qualitative course evaluation techniques when compared with quantitative methods (Chambers 2010;Grebennikov and Shah 2013), recent research has endeavoured to address this shortcoming (Hoon et al 2015;Erikson, Erikson, and Punzi 2016;Stupans, McGuren, and Babey 2016;Veeck et al 2016;Brandl, Mandel, and Winegarden 2017;Varga-Atkins, McIsaac, and Willis 2017). Scholars who have compared qualitative evaluation tools with quantitative techniques have found qualitative techniques to offer a number of advantages (Huxham et al 2008).…”

Understanding Barriers to Student Success: What Students Have to Say

“…The qualitative portion of this survey was designed using the Stop-Start-Continue feedback technique as a framework which aims to identify, in a broad sense, what you should stop doing, start doing, and continue doing [3]. This method is used to encourage constructive qualitative feedback that is of greater depth and usefulness [2] than less structured feedback approaches.…”

The typological learning framework: the application of structured precedent design knowledge in the architectural design studio

“…Each form asked four questions designed to elicit responses of different depths based on the analysis of learner feedback by Hoon et al (2015). The participants were asked if the session had helped them to select relevant precedents, what the purpose of the session was, what was successful about the session and what could be improved.…”

“…The first two questions were designed to establish whether each the session was suitably aligned to its intended outcomes through descriptive responses. The second questions focussed on successful aspects and potential change which have been shown to encourage deeper qualified and constructive responses (Hoon et al 2015).…”