Government and education news

Abstract

The issue of feedback to students on assessment has been identified by many law schools as an area of high priority. Feedback to students is a key component of quality assessment, student progression and the academic experience of students. However, provision of high quality feedback is also a workload factor for lecturers.

Kingston University and Nottingham Trent University both have identified assessment feedback as an action area in their respective Learning and Teaching Strategies. The learning and teaching co‐ordinators within the Law Schools of these two universities decided to collaborate on a survey of the feedback techniques and practices used.

This study was undertaken to explore strategies to sustain and strengthen the quality of feedback in the context of larger classes, increased student numbers and pressure on resources. The aim was to establish the range of feedback and practices used and to identify student and staff perceptions of existing assessment feedback practices. Using semi‐structured questionnaires, data was collected and analysed in terms of the extent to which assessment feedback was perceived as effective, the extent to which these findings were consistent with the literature and to make recommendations on how assessment feedback could be enhanced.

Findings showed that students clearly distinguished between different features of assessment feedback and evaluated these differently, that there was little consistency in the perceived experience of assessment feedback, and that feedback given often did not meet students’ expectations. Staff perceived that giving good feedback was important but that students seldom acted on feedback. Staff also reported that giving individual written feedback was their preferred method although this is one of the most time‐consuming methods. The conclusions of the study offered practical ways of improving the quality and effectiveness of assessment feedback by revisiting established assumptions about feedback and raising students’ awareness of the various sources, forms and functions of assessment feedback.

For staff, larger classes, increased student diversity and diminishing resources mean that staff will need to work smarter, with regard to providing effective assessment feedback, if there is to be a consistently better student experience of assessment feedback.     

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