Edd Pitt
Biographic Data
| ID | 8901438 |
|---|---|
| NAME | Edd Pitt |
| GIVEN NAMES | Edd |
| FAMILY NAME | Pitt |
| SIGNATURE | PITT E |
| AFFILIATIONS | University of Kent |
| ORCID | 0000-0002-7475-0299 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Consequential feedback as a mechanism of action in educational leadership simulations
Evaluative feedback offered by experienced mentors is known to be essential in developing educational leadership, particularly via simulation exercises. However, the role of consequential feedback – naturally arising information about the consequences of learners’ actions – has been overlooked as a mechanism in simulation-based learning in teacher education, though it is beginning to be recognised in simulation studies in other professional devel…
Understanding students’ perceptions of fairness in group work assessment: Key conditions and implications
Supporting fairness in the assessment of group work remains an ongoing challenge for instructors, particularly that students feel their individual contributions need to be evaluated equitably. This study draws on social psychology and critical theories to examine the conditions that shape students’ perceptions of fairness and associated tensions in group work assessments across three large UK universities. The results highlight that the majority …
Approaches to feedback on examination performance: Research, policy, and practice
Examinations are viewed as one of the least inclusive forms of assessment. Attainment gaps between different student groups (e.g. based on ethnicity) are more pronounced in examinations than in coursework, perhaps because feedback on performance is commonplace for coursework yet rare for examinations. We developed, and explored evidence for, a novel taxonomy of approaches to examination feedback through a systematic literature review, policy anal…
Students’ perceptions of fairness in groupwork assessment: Validity evidence for peer assessment fairness instrument
Groupwork is a crucial aspect of work contexts and a key twenty first century skill. Assessment of groupwork provides a persistent challenge for educators in university contexts with students reporting experiences of unfairness from their peers during groupwork. This study developed a novel Peer Assessment Fairness Instrument to explore factors driving students’ perceptions of fairness during groupwork processes. The results showed that students …
Empowering agency through learner-orchestrated self-generated feedback
Recent scholarship emphasises the capacity to self-generate feedback to develop learner agency and avoid bottlenecks as students wait for feedback. Technology can help by mediating access to various level-appropriate resources such as peers’ work-in-progress, uptake strategies and teacher feedback. These can be used as ‘comparators’ for self-generated feedback. This cumulative longitudinal study investigated learner orchestration of self-generate…
Evaluative feedback isn’t enough: Harnessing the power of consequential feedback in higher education
Most research on feedback in higher education focuses on evaluative feedback and its recipience, uptake, and enactment. Evaluative feedback information includes judgments, critiques and suggestions for improvement provided by a teacher, peer, self, pre-programmed automatic feedback, or artificial intelligence tutoring systems. In contrast, we elaborate the neglected concept of consequential feedback. Consequential feedback offers information abou…
Lessons learned from enabling large-scale assessment change: A collaborative autoethnographic study
The global pandemic prompted universities to rethink how assessment might be reconfigured to better support student learning across different modes of delivery resulting in unprecedented, large-scale, and rapid institutional change.Significantly, there has been a dearth of empirical studies examining the nuances of staff experiences of how they have managed and negotiated assessment change throughout the pandemic context.In this article we aim to…
Developing the relational in teacher feedback literacy: Exploring feedback talk
The higher education literature on feedback has generally explored spoken feedback delivered on a summative written assignment. In contrast, this study explores spoken feedback as part of the teacher – student dialogue in classroom interaction (i.e. feedback talk). Drawing on a discourse analysis approach we identified linguistic and rhetorical indicators of feedback talk and found a number of common patterns in six seminar events. Interviews wit…
Enabling and valuing feedback literacies
There has been a clear shift in the representation of feedback in the scholarly literature. Whereas feedback was once framed as the information provided by teachers to their students on their work, recent years have witnessed greater recognition of the agentic role of students in feedback processes, in terms of their responsibilities to process and enact feedback to inform their learning (e.g. Boud and Molloy 2013; Winstone, Pitt, and Nash 2021).…
Feedback cultures, histories and literacies: International postgraduate students’ experiences
Emerging research and examples from practice support the idea of feedback literacies as socio-material competencies. Such a conception highlights the contextual and social aspect of literacies but neglects their cultural aspect. Reality in higher education sees an increasingly international student body, particularly at postgraduate levels. International postgraduate students transitioning to new systems are likely to have developed diverse ‘lite…
Signature feedback practices in the creative arts: Integrating feedback within the curriculum
Without teacher and student feedback literacy, it is difficult for feedback processes to fulfil their potential. Feedback literacy development within the arts or humanities is, however, under-researched. The current study fills this gap by illustrating how educators in the performative creative arts designed signature feedback practices to facilitate the development of student feedback literacy. Opportunities for feedback literacy development wer…
Exploring intercultural dialogic interactions between individuals with diverse feedback literacies
Feedback is a dialogic process in which diverse individuals are involved. In internationalised higher education, individuals with different feedback literacies are likely to participate in feedback dialogues and interactions across feedback cultures. Such intercultural interactions can be challenging; some degree of intercultural competence is needed for dialogues between cultures to be effective and appropriate for all involved. This paper bring…
Educators’ perceptions of responsibility-sharing in feedback processes
Many policies and processes in higher education reinforce a conception of feedback as being the transmission of information, thus placing primary responsibility on educators for delivering this information ‘well’ whilst neglecting the essential responsibilities of learners. In this study, 216 university educators described the responsibilities of students, and of educators themselves, in the feedback process. We analysed their responses using bot…
The conundrum of low achievement and feedback for learning
The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of underst…
The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers
Anonymity in marking is a contentious issue within higher education. Conflicting research findings have identified issues surrounding gender bias, ethnicity bias and fairness in marking. However, the effects of anonymity upon feedback mechanisms have not been systematically explored. This study sought to understand the effects of anonymous marking and feedback upon students’ perceptions of its potential for future learning and relationship buildi…
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers…
Feeding forward from summative assessment: The Essay Feedback Checklist as a learning tool
Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on …
No prominent works on this page.
Feeding forward from summative assessment: The Essay Feedback Checklist as a learning tool
Owing to the increasing diversity of assessments in higher education, feedback should be provided to students in a format that can assist future and alternative work. This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Participants were assigned to one of two groups, one of which completed the checklist prior to assessment 1 (essay) and received feedback using this method. Attainment on …
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers…
The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers
Anonymity in marking is a contentious issue within higher education. Conflicting research findings have identified issues surrounding gender bias, ethnicity bias and fairness in marking. However, the effects of anonymity upon feedback mechanisms have not been systematically explored. This study sought to understand the effects of anonymous marking and feedback upon students’ perceptions of its potential for future learning and relationship buildi…
The conundrum of low achievement and feedback for learning
The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of underst…
Educators’ perceptions of responsibility-sharing in feedback processes
Many policies and processes in higher education reinforce a conception of feedback as being the transmission of information, thus placing primary responsibility on educators for delivering this information ‘well’ whilst neglecting the essential responsibilities of learners. In this study, 216 university educators described the responsibilities of students, and of educators themselves, in the feedback process. We analysed their responses using bot…
Feedback cultures, histories and literacies: International postgraduate students’ experiences
Emerging research and examples from practice support the idea of feedback literacies as socio-material competencies. Such a conception highlights the contextual and social aspect of literacies but neglects their cultural aspect. Reality in higher education sees an increasingly international student body, particularly at postgraduate levels. International postgraduate students transitioning to new systems are likely to have developed diverse ‘lite…
Signature feedback practices in the creative arts: Integrating feedback within the curriculum
Without teacher and student feedback literacy, it is difficult for feedback processes to fulfil their potential. Feedback literacy development within the arts or humanities is, however, under-researched. The current study fills this gap by illustrating how educators in the performative creative arts designed signature feedback practices to facilitate the development of student feedback literacy. Opportunities for feedback literacy development wer…
Exploring intercultural dialogic interactions between individuals with diverse feedback literacies
Feedback is a dialogic process in which diverse individuals are involved. In internationalised higher education, individuals with different feedback literacies are likely to participate in feedback dialogues and interactions across feedback cultures. Such intercultural interactions can be challenging; some degree of intercultural competence is needed for dialogues between cultures to be effective and appropriate for all involved. This paper bring…
Developing the relational in teacher feedback literacy: Exploring feedback talk
The higher education literature on feedback has generally explored spoken feedback delivered on a summative written assignment. In contrast, this study explores spoken feedback as part of the teacher – student dialogue in classroom interaction (i.e. feedback talk). Drawing on a discourse analysis approach we identified linguistic and rhetorical indicators of feedback talk and found a number of common patterns in six seminar events. Interviews wit…
Enabling and valuing feedback literacies
There has been a clear shift in the representation of feedback in the scholarly literature. Whereas feedback was once framed as the information provided by teachers to their students on their work, recent years have witnessed greater recognition of the agentic role of students in feedback processes, in terms of their responsibilities to process and enact feedback to inform their learning (e.g. Boud and Molloy 2013; Winstone, Pitt, and Nash 2021).…
Lessons learned from enabling large-scale assessment change: A collaborative autoethnographic study
The global pandemic prompted universities to rethink how assessment might be reconfigured to better support student learning across different modes of delivery resulting in unprecedented, large-scale, and rapid institutional change.Significantly, there has been a dearth of empirical studies examining the nuances of staff experiences of how they have managed and negotiated assessment change throughout the pandemic context.In this article we aim to…
Understanding students’ perceptions of fairness in group work assessment: Key conditions and implications
Supporting fairness in the assessment of group work remains an ongoing challenge for instructors, particularly that students feel their individual contributions need to be evaluated equitably. This study draws on social psychology and critical theories to examine the conditions that shape students’ perceptions of fairness and associated tensions in group work assessments across three large UK universities. The results highlight that the majority …
Approaches to feedback on examination performance: Research, policy, and practice
Examinations are viewed as one of the least inclusive forms of assessment. Attainment gaps between different student groups (e.g. based on ethnicity) are more pronounced in examinations than in coursework, perhaps because feedback on performance is commonplace for coursework yet rare for examinations. We developed, and explored evidence for, a novel taxonomy of approaches to examination feedback through a systematic literature review, policy anal…
Students’ perceptions of fairness in groupwork assessment: Validity evidence for peer assessment fairness instrument
Groupwork is a crucial aspect of work contexts and a key twenty first century skill. Assessment of groupwork provides a persistent challenge for educators in university contexts with students reporting experiences of unfairness from their peers during groupwork. This study developed a novel Peer Assessment Fairness Instrument to explore factors driving students’ perceptions of fairness during groupwork processes. The results showed that students …
Empowering agency through learner-orchestrated self-generated feedback
Recent scholarship emphasises the capacity to self-generate feedback to develop learner agency and avoid bottlenecks as students wait for feedback. Technology can help by mediating access to various level-appropriate resources such as peers’ work-in-progress, uptake strategies and teacher feedback. These can be used as ‘comparators’ for self-generated feedback. This cumulative longitudinal study investigated learner orchestration of self-generate…
Evaluative feedback isn’t enough: Harnessing the power of consequential feedback in higher education
Most research on feedback in higher education focuses on evaluative feedback and its recipience, uptake, and enactment. Evaluative feedback information includes judgments, critiques and suggestions for improvement provided by a teacher, peer, self, pre-programmed automatic feedback, or artificial intelligence tutoring systems. In contrast, we elaborate the neglected concept of consequential feedback. Consequential feedback offers information abou…
Consequential feedback as a mechanism of action in educational leadership simulations
Evaluative feedback offered by experienced mentors is known to be essential in developing educational leadership, particularly via simulation exercises. However, the role of consequential feedback – naturally arising information about the consequences of learners’ actions – has been overlooked as a mechanism in simulation-based learning in teacher education, though it is beginning to be recognised in simulation studies in other professional devel…
Psychology (15 works) · Student Assessment and Feedback (15 works) · Pedagogy (13 works) · Evaluation of Teaching Practices (11 works) · Higher education (11 works) · Mathematics education (10 works) · Political science (9 works) · Reflective Practices in Education (8 works) · Sociology (8 works) · Social Psychology (6 works)