What do students and teachers talk about when they talk together about feedback and assessment? Expanding notions of feedback literacy through pedagogical partnership
Bibliographic Data
| ID | 19378263 |
|---|---|
| Authors | Kelly E Matthews (0000-0002-6563-4405, University of Queensland, Brisbane, Queensland, Australia, corresponding author), Catherine Sherwood (0000-0001-5591-3497, University of Queensland, Brisbane, Queensland, Australia), Eimear Enright (0000-0001-7206-4781, University of Queensland, Brisbane, Queensland, Australia), Alison Cook‐sather (0000-0002-0116-7158, Bryn Mawr College), Alison Cook-Sather (Bryn Mawr College, Bryn Mawr, Pennsylvania, USA) |
| Year | 2024 |
| Volume | 49 |
| Issue | 1 |
| Pages | 26-38 |
| Publication date | 2024-01-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2023.2170977 |
| OpenAlex | W4318986843 |
| Language | EN |
| Citations received | 9 |
| References cited | 24 |
Responding to calls for partnership among students and teachers in feedback and assessment, this study explores the question: What do students and teaching staff talk about when they talk together about feedback and assessment? We used reflexive thematic analysis to interpret 15 hours of conversation involving 14 students and 22 staff members as they collaborated to redesign feedback practices in eight courses by co-creating a plan for change. The results revealed that participants largely focused on the challenges of feedback and assessment, such as university policy, lack of time and student disengagement. However, when they dug deeper into challenges within their sphere of control, conversations opened spaces for students to actively participate and contribute their knowledge. Students displayed intellectual candour and expanded notions of what counts as feedback to them, disentangling feedback from assessment to advance continuous feedback practices in supportive classroom environments. We argue that both student and teacher feedback literacy can be developed when teaching staff are willing to listen to students but that partnership processes that build and enhance feedback literacies are neither automatic nor straightforward. Further research to understand the conditions that enable partnership to build staff and student feedback literacy would advance collective knowledge
Conversation · General partnership · Literacy · Mathematics education · Pedagogy · Peer feedback · Political science · Qualitative research · Sociology · Thematic analysis · Higher Education Practises and Engagement · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Evaluación formativa y calidad de la retroalimentación
Rethinking learning and teaching cultures in higher education through radical collegiality and student-staff partnerships
The pedagogical power of recognition in feedback
Feedback partnerships
Teacher feedback literacy as an emerging field
Using a self-reflective ePortfolio and feedback dialogue to understand and address problematic feedback expectations
Investigating variation in undergraduate students’ feedback seeking experiences
The language of assessment
Towards an idealized model of feedback uptake
Conceptualizing feedback literacy
Student perceptions of assessment feedback
Embracing the tension between vulnerability and credibility
Transgressing the boundaries of ‘students as partners’ and ‘feedback’ discourse communities to advance democratic education
Teacher feedback literacy and its interplay with student feedback literacy
Assessment for Inclusion
A worked example of Braun and Clarke’s approach to reflexive thematic analysis
Reflecting on reflexive thematic analysis
Examining the nature and effects of feedback dialogue
From monologue to dialogue
Developing a learning-centred framework for feedback literacy
Rethinking models of feedback for learning
Staff student partnership in assessment
From traditional accountability to shared responsibility
Feedback loops and the longer-term
How do students experience inclusive assessment? A critical review of contemporary literature
The development of student feedback literacy
Using thematic analysis in psychology
The Power of Feedback
The need to disentangle assessment and feedback in higher education
| Unique citing works | 9 |
|---|---|
| Citations per year | 4,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |