Reconceptualising assessment feedback: A key to improving student learning?

Beaumont, Chris; O’Doherty, Michelle; Shannon, Lee

doi:10.1080/03075071003731135

Cited by 291Student Assessment and FeedbackEvaluation of Teaching PracticesHigher Education Practises and Engagement

Reconceptualising assessment feedback: A key to improving student learning?

Beaumont, Chris, O’Doherty, Michelle, Shannon, Lee·2011·Studies in Higher Education

DOI 10.1080/03075071003731135

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Abstract

This article reports the findings of research into the student experience of assessment in school/college and higher education, and the impact of transition upon student perceptions of feedback quality. It involved a qualitative study of 23 staff and 145 students in six schools/colleges and three English universities across three disciplines. Results show that students experience a radically different culture of feedback in schools/colleges and higher education, with the former providing extensive formative feedback and guidance, while the latter focuses upon independent learning judged summatively. Students perceived quality feedback as part of a dialogic guidance process rather than a summative event. A model is proposed, the Dialogic Feedback Cycle, to describe student experiences at school/college, and suggestions are made as to how it can be used as a tool to scaffold the development of independent learning throughout the first year of university study.

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Reconceptualizing feedback as a two-way conversation has led to a greater emphasis on the learner's active participation in receiving and acting upon feedback.
“Reconceptualizing feedback as a two-way conversation has led to a greater emphasis on the learner's active participation in receiving and acting upon feedback. 27-30”
From Medical student perceptions of feedback and feedback behaviors within the context of the “educational alliance.” (2017) · cites this paper as [28]

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Authors: Beaumont, C., O’Doherty, M., & Shannon, L.
Affiliations: Edge Hill University (GB)
Liverpool Hope University (GB)
Corresponding author: Beaumont, Chris
ORCID: Beaumont, Chris
Venue: Studies in Higher Education
Publisher: Informa UK Limited
Published: 2011-09
Volume: 36
Issue: 6
Pages: 671-687
ISSN: 0307-5079 (ISSN-L)
1470-174X
DOI: 10.1080/03075071003731135
OpenAlex: W2010319006
Cited by: 291
References: 40
Citations by year: 2026: 12 · 2025: 19 · 2024: 19 · 2023: 21 · 2022: 21 · 2021: 27 · 2020: 27 · 2019: 27 · 2018: 16 · 2017: 17 · 2016: 22 · 2015: 26 · 2014: 23 · 2013: 7 · 2012: 7
FWCI: 56.96
Type: journal article
Language: en
Open access: closed
Locations: Studies in Higher Education (publishedVersion)
Edge Hill University Research Information Repository (Edge Hill University) (submittedVersion)
Edge Hill University (submittedVersion)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Education › Evaluation of Teaching Practices
Social Sciences › Education › Higher Education Practises and Engagement
Keywords: assessment feedback, feedback quality, student experience, transition to higher education, formative feedback, summative assessment, dialogic feedback, self-directed learning, first-year students, school-to-university transition, student perceptions

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Reconceptualising assessment feedback: A key to improving student learning?

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