This article outlines a study undertaken at City University London, involving 51 teaching staff (lecturers or other colleagues with a teaching or facilitation role at the University), who were all undertaking a staff-development module focused on learning, teaching and assessment issues (entitled Learning, Teaching and Assessment). Although all participants of the study were staff, they are referred to as students, as they were students of this module.
The study examined whether, having undertaken a module which addressed assessment and provision of good quality feedback, these students applied the advice they received into practice when asked to self-assess and provide feedback on an essay they wrote for the module. Data for the study was collected from analysing the aforementioned self-assessment which students provided for themselves.
The findings demonstrated that most had some retention of good practice principles from the day, such as providing feedback that related to the criteria, giving positive comments and outlining areas to develop. However, they provided noticeably less advice on how to develop their assessments according to the different criteria, and, despite being advised to write comments in the second person, many wrote their self-feedback as if it were for a third party.
Recommendations from this study include: that there needs to be further consideration of how to emphasise the importance of writing feedback in a personalised style; and that there is a need to ensure that sufficient advice is given to students on how to develop their future assessments.
|Keywords:||Assessment Feedback, Enhancing Student Learning, Staff Development|
Associate Director, Learning Development Centre, City University London, London, UK
Senior Lecturer Educational Development, Learning Development Centre, City University London, London, UK
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