An Exploration of Dialogue to Promote Assessment Feedback Literacy

Precious Akponah; Hela Hassen; Matthew Higgins

doi:10.20343/teachlearninqu.12.21

Authors

Precious Akponah University of Nottingham https://orcid.org/0009-0007-5798-4556
Hela Hassen King's College London https://orcid.org/0000-0002-3002-3313
Matthew Higgins Open University https://orcid.org/0000-0002-7642-1288

DOI:

https://doi.org/10.20343/teachlearninqu.12.21

Keywords:

feedback literacy, student engagement, dialogue, reciprocity, assessment

Abstract

This study explores the challenges of assessment feedback in a business school in the UK. Like many business schools, it operates at volume with large class sizes and an internationally diverse student cohort. To operate effectively, it has adopted a bureaucratic administrative approach to assessment in order to address concerns over timeliness, consistency, and quality of feedback. Drawing on socio-constructivist and sociocultural perspectives, this study explores the role of dialogue and reciprocity in the assessment feedback process with a focus on grade descriptors and their role in fostering student success in their learning. Through an action research approach with a cohort of students on a three-year module, the study examines how grade descriptors are experienced by students and student perceptions of their purpose and function within the higher educational organisational context and the positioning of tutor and student in the assessment process. The findings suggest a desire amongst students for a more collaborative learning approach and the benefits for students of doing so. The paper concludes with discussion of the implications of adopting a more dialogic approach to assessment feedback for students, tutors, and universities.

Read the corresponding ISSOTL blog post here.

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Author Biographies

Precious Akponah, University of Nottingham

Precious Akponah (GBR) is an associate lecturer in marketing at the University of Nottingham. Precious is dedicated to enhancing marketing education through pedagogical research aimed at improving the teaching and learning experiences of both tutors and students.

Hela Hassen, King's College London

Hela Hassen (GBR) is a lecturer in marketing at King’s College London and a Fellow of the Higher Education Academy. Her research primarily explores innovative approaches to assessment and feedback in higher education.

Matthew Higgins, Open University

Matthew Higgins (GBR) is a senior lecturer in marketing and Head of the Department for Marketing and Strategy at The Open University. His research is concerned with critical perspectives in marketing and how such criticality can be taught.

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