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

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Reconceptualising assessment feedback: a key to improving student learning?

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

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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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Background
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“Beaumont et al. ( 2011) found that the findings regarding how students personally perceive feedback were similar to Lin et al. (2013) drawing attention to the importance of structuring the feedback content in a way that reduces cognitive load.”
Interplay among technical, socio-emotional and personal factors in written feedback research
Chong, I. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1317712 · Cited by 32
More than words: Using digital cues to enhance student perceptions of online assignment feedback
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Giving away some of their powers! Towards learner agency in digital assessment and feedback
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“Equally, there is growing evidence that the more learners actively engage with feedback the more they learn from it and the more effective it becomes (Beaumont et al., 2011; Boud & Falchikov, 2006; Carless & Boud, 2018; Winstone & Boud, 2019).”
Background
Examining the effect of feedback type and gender on computing achievements, engagement, flipped learning readiness, and autonomous learning in online flipped classroom
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“[8] draw attention to the importance of how students perceive feedback on their findings.”
Background
A narrative study of the experience of feedback on a professional doctorate: ‘a kind of flowing conversation’
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“Although the focus here is on the experiences of doctoral researchers, the article contributes to the wider ‘feedback landscape (Evans 2013), illustrating the role of dialogic feedback in learning (Beaumont, O’Doherty, and Shannon 2011).”
Background
Students as Partners: A New Ethos for the Transformation of Teacher and Student Identities in Chinese Higher Education
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“…the National Student Survey; in particular that ‘assessment and feedback’ consistently scores the lowest of all the criteria (Williams and Kane 2008; Beaumont, O’Doherty, and Shannon 2011; Harman and McDowell 2011; Tuck 2012), although it also must be noted that students do value the feedback…”
BackgroundInfluential
Determining if active learning through a formative assessment process translates to better performance in summative assessment
Grosas, A. B., Raju, S. R., Schüett, B. S., Chuck, J., & Millar, T. J. (2014) · Studies in Higher Education · doi:10.1080/03075079.2014.988704 · Cited by 22
Impact of video feedback system on medical students’ perception of their clinical performance assessment
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Concepciones de profesores sobre retroalimentación: una revisión de la literatura
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“Chasing my supervisor all day long like a hungry child seeking her mother!”: Students’ perceptions of supervisory feedback
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‘Pray(ing) the person marking your work isn't racist’: racialised inequities in HE assessment practice
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Dental students' peer assessment: a prospective pilot study
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Just plain peers across social networks: Peer-feedback networks nested in personal and academic networks in higher education
Dingyloudi, F., & Strijbos, J.-W. (2018) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2018.02.002 · Cited by 20
Exploring intercultural dialogic interactions between individuals with diverse feedback literacies
Rovagnati, V., & Pitt, E. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.2006601 · Cited by 19
“The paradigm of dialogic feedback describes feedback processes as an act of ‘communication’ (Beaumont, O’Doherty, and Shannon 2011; Carless 2016), a ‘process in which learners make sense of information from varied sources and use it to enhance the quality of their work or learning strategies’…”
Background
Making learning more visible through e-assessment: implications for feedback
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“Instructors must be able to monitor the learning process and identify individual learners’ progress, strengths and weaknesses in order to provide adequate feedback (Beaumont et al. 2011; Gibbs and Dunbar-Goddet 2007).”
BackgroundMethodInfluential
E-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom
Alharbi, W. M. H. (2017) · Journal of Educational Technology Systems · doi:10.1177/0047239517697966 · Cited by 19
The role of feedback in the under-attainment of ethnic minority students: evidence from distance education
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“For this to be achieved, assessment has to be accompanied by appropriate, meaningful feedback (Beaumont, O’Doherty, and Shannon 2011; Evans 2013; Gibbs and Simpson 2004–05; Hattie and Timperley 2007; Nicol and Macfarlane-Dick 2006; Price, Handley, and Millar 2011).”
Background
Student Perceptions of the ‘Best’ Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution.
Lowe, T., & Shaw, C. (2019) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.20343/teachlearninqu.7.2.8 · Cited by 18
“They also state that students experience a radically different culture of feedback at higher education compared to school and further education (Beaumont et al., 2011, p. 671).”
Background

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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