Marking and providing feedback face-to-face: Staff and student perspectives
Chalmers, Charlotte; Mowat, Elaine; Chapman, Maggie
The setting, marking and providing feedback on assessments forms an important part of a tutor’s role. Studies into the use of feedback and how it is interpreted by students indicate a mismatch between what students are looking for and what tutors think they are giving. Tutors comment that students are more interested in the mark than the feedback, and yet students indicate that they do not get enough feedback, or that it is not useful. This study investigates student and staff perceptions of the linking of marking and feedback in face-to-face sessions. A cohort of year one university students were given the option of receiving either written feedback or a 15 minute meeting with one of their tutors to have their essay marked with them. Forty nine students chose face-to-face marking, the remaining 35 students received written feedback. Focus groups were used to investigate the student experience. Staff members were also asked to reflect on the process. Students and staff found the experience of face-to-face marking beneficial and positive. Both felt that the time spent together allowed for a feedback dialogue about the piece of work, and that staff could explain and justify why marks were given.
Chalmers, C., Mowat, E., & Chapman, M. (2018). Marking and providing feedback face-to-face: Staff and student perspectives. Active learning in higher education, 19(1), 35-45. https://doi.org/10.1177/1469787417721363
|Journal Article Type||Article|
|Acceptance Date||Jan 11, 2016|
|Online Publication Date||Jul 26, 2017|
|Deposit Date||Mar 22, 2016|
|Publicly Available Date||Feb 27, 2020|
|Journal||Actice Learning in Higher Education|
|Peer Reviewed||Peer Reviewed|
|Keywords||Marking linked to feedback; feedback dialogue; face-to-face marking;|
Marking and providing feedback face-to-face: staff and student perspectives
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