Year: 2008
Type: article
Abstract: This feature starts with the observation that current research into university assessment feedback has a tendency to conclude that students want ‘more feedback’ but in general, don’t know what to do with it. Likewise, related research notes the mismatch of expectations between tutors’ and students’ perceptions of the purposes of feedback. \n \nDrawing on findings from a project at the University of the West of England, this article discusses students’ expectations and experiences of feedback: what do students expect feedback is going to be like? How do they prepare for it, and does it match those expectations? And what do they do with it, once tutors have handed it back? \n \nIn considering these findings, the feature will argue that ‘more feedback’ is both problematic and too simplistic as a solution. Instead, we need to reconsider conventional systems of assessment in Arts and Humanities. Tutors need to become facilitators of the learning process rather than gatekeepers of knowledge, and students need more encouragement to reflect on their own learning journeys.
Author: Kate Brooks
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W180663830