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Describes a feedback system for distant students including the tools and documents to provide feedback on frequent fixed response assignments and on projects or essay response assignments. A distance feedback system depends upon carefully planned, written assignments; specified evaluation criteria; and technology. It includes documentation, progress tracking, standardized responses based upon the specified evaluation criteria, and multiple assessments during the course. The proposed feedback system accommodates technological limitations yet provides useful feedback to facilitate distant student learning. The system could be adapted to benefit students enrolled in traditional instruction. A description of the feedback system components follows a brief introduction to instructional feedback and feedback levels and functions.

Our higher education cohorts are becoming increasingly diverse. Providing beneficial formative and summative feedback for highly diverse groups of students is difficult. Three key aspects of the feedback process are required to ensure benefits: (i) suitable feedback components; (ii) suitable embedding of feedback in the learning context; and (iii) active engagement in the feedback process. In order to explore these three aspects, this chapter investigates: (a) relevant literature; (b) learning and teaching activities in Warwick Business School’s Distance Learning MBA; and (c) data from an internal committee report that presented the NVivo-processed findings of a review of 173 DLMBA students’ reflections on impactful feedback. The observations and recommendations given here reveal insights that can be applied to other student groups beyond the MBA sphere and ensure an impactful learning and teaching experience for all stakeholders. Thus, the purpose of the chapter is to assist colleagues and students in engaging more fruitfully in feedback processes and in adding tried and tested approaches to their learning and teaching repertoires.

In response to the less satisfied National Student Survey, UK universities have committed to transform assessment and feedback experience. This paper aims to explore how the diversity of online assessment and feedback offer a better learning experience for international students.

By using the action research method, the research investigated academic and international students' first experience on audio feedback and online text. Video interviews and online questionnaires were carried out.

All research participants would like to receive assessment feedback in audio form. This reflects the learning experience of students and suggests that the support of a higher educational institution or a tutor could provide for assessment and feedback enhancement in the digital world is mandatory. Other than the technological and instrumental advantage, the “human element” of audio feedback makes it unique and interesting to listen to in contrast to online written feedback.

It is recognised that the number of student participants was small but the qualitative findings demonstrate some key issues in relation to international student experience and the effectiveness and engagement of assessment feedback that may inspire future empirical research.

Some conditions under which feedback is likely to be effective are not met as frequently as originally believed, audio feedback can be thoughtfully considered as an alternative assessment feedback mechanism for international students.

The “‘human element’ of audio assessment feedback” defeats online written text for international students. They appreciate the effort spent by the tutor to provide them assessment and feedback personally by “talking to them”.

Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations.

Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula.

A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained mid-module reviews/student feedback; rubrics used in assessment; and formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive structural modelling (ISM) analysis identified the influence and reliance of each driver.

This study revealed 15 drivers – 4 fundamental, 6 significant and 5 important – for enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. This study identified that National Student Survey results were significantly improved due to implementing said drivers compared with the national and sector benchmarks.

The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be used as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE.

This study is one of, if not the only, to develop a guideline for signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge.

In light of a new paradigm to feedback, the focus shifts from how and when instructors deliver feedback to how the learning environment and the feedback practices sustain agentic behavior on feedback. Feedback produces learning if the students are given the opportunity to use and to act on it, and thus to move forward. Ample research on innovative models and designs for feedback and assessment in higher education courses exist. However, a one-size-fits-all model does not exist. Each university setting represents a unique case, and hence the replicability of a model is impossible. This poses a challenge for innovative higher education institutions (HEIs) that consider the promotion of students’ agency on feedback, a distinguishing attribute for their learning experience onsite, and in the Covid-19 inflicted transition to remote instruction. This study used content analysis to investigate how feedback and assessment feedback design, in the online component of a blended course in English for Academic Purposes, can sustain opportunities for feedback encounters and enable student uptake of feedback. After exploring the process of assessment and feedback design, different agents of the course and potential feedback encounters were mapped and analyzed in a sociocultural perspective. An established matrix of feedback for learning was used to investigate and code the feedback encounters generated in the course. The results of the content analysis indicated satisfactory student uptake of feedback and opportunities for potential feedback encounters before, during, and after the assessment. Additionally, the results pointed to the need for more feedforward and self-regulatory commentaries.

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

The aim of the study is to explore perceptions of the impact of assessment feedback by international undergraduate nursing students. Research to date indicates that summative assessment feedback may impact significantly on student achievement but if it is undertaken sub optimally or does not provide students with the opportunity to engage with the process and reflexively respond, it can also be exceptionally damaging to the learning experience.

A scoping exercise of overall student feedback experience was initially collated via the adoption of an Interpretive Phenomenological Approach (IPA). Participants were recruited via purposive sampling and the LEGO® Serious Play® method was used to collect data. Analysis with Quirkos software was used to examine the salience as well as commonality of findings as an integral part of a recognised five-step thematic analytical approach.

Feedback was perceived, by students, as significantly impacting factor in relation to their overall progression, attainment and retention rates. Themes generated from the findings evidenced student perceptions that summative feedback is a positive driver and source of motivation for academic success and progression. It was perceived that levels of attainment were related to the clarity, quality and individualised nature of feedback that students received and that this was perceived to be evident in their final grades. These were accompanied by perceptions that feedback clarity also determined the potential of breaking down perceived student barriers to learning, their perceived capacity for effective assignment planning and preparation and the likelihood of them having any positive collective or individual interpersonal relationships with their tutors. Summarised, students perceived that feedback ought to lead to student empowerment in managing their studies and as such it ought to be clear, straightforward and non-ambiguous.

The methodological design of the study means that generalisability from its findings was never intended or possible. However, there may be the potential transferability of findings to similar institutions and contexts of nurse education with students who have similar demographic profiling. The study was also a means of providing an insight into the lived experience of students which could be used in the prospective adaptation of feedback mechanisms for staff at a local level within Higher Education.

The study reveals the perceived impact of gamification as a mechanism of summative assessment as conveyed by a designated group of students. Whilst specific recommendations for change can only be made within the context specificity of the research, there may be aspects of the findings which are potentially transferable to other similar contexts of Higher Education delivery whose pedagogical approaches mirror those in operation at the institution where the research was undertaken. It became apparent that the standardisation of feedback approaches offered many opportunities to improve existing systems. The issue of monitoring workloads is also of significance in terms of the level and degree of summative assessment and feedback that academic staff can undertake.

The study revealed the perceived magnitude of assessment feedback on progression, attainment and retention rates, alongside the perceived need for a universal feedback template and the opportunity to provide audio-video feedback. This study adds to existing knowledge in the field of pedagogic practice about both the execution of LEGO® Serious Play® as a research methodology and why the perceptions of feedback as articulated and illuminated by a group of contemporary nursing students ought to matter in the context of Higher Education.

The purpose of this study is to examine the uptake of peer vs. instructor feedback provided on written essays by undergraduates in a writing course at a public university in Saudi Arabia.

This was a classroom intervention exploratory study with 16 pairs of students attending a writing class over a period of 14 weeks.

Analysis of feedback and uptake indicated that the students incorporated a high rate (85.21%) of feedback in revising their essays. The results also showed that the quantity of students’ uptake of instructor feedback (88.77%) was higher than that of peer feedback (82.17%). In terms of the rate of uptake of global feedback focusing on content and organization vs. local feedback focusing on language and formatting, the rate of uptake of local feedback (85.34%) was slightly higher than the uptake of global feedback (84.90%). The current results also showed that the quality of feedback (peer vs. instructor feedback and global vs. local feedback) also varied. Students’ perspectives on feedback underlined their perceived value of feedback on writing, their preference for instructor feedback and the perceived benefits of providing and receiving feedback.

This study investigated an area that has been under-researched in the Saudi higher education context and it has direct implications for the provision of feedback in writing classes.

Student teachers completing a three year pre‐service primary teaching degree in New Zealand experience a practical teaching component called professional practice. This is carried out in school placements for block periods and involves a visiting lecturer from their institution observing them teaching to ensure they are meeting their specific learning outcomes. One of the significant aspects of the lecturer visit is the giving of both spoken and written feedback to students on a variety of areas of their teaching practice. This action research was carried out over a two‐year period using the experiences of students in their second and third years to investigate the quality of feedback they received and the ways in which it could be improved. Throughout the study, the researcher used a qualitative research approach that involved in‐depth interviews and surveys with the students and two focus‐group discussions with lecturers. This approach allowed her to focus on her own practice of giving feedback to student teachers and to discover some unexpected aspects about herself as a practitioner. These reflections and other aspects of the study identified the key aspects for best quality feedback practice as; written reflections by the student teachers pre‐prepared questions by the observing lecturer in order to provide structure and guidance for the feedback process; establishment of as much time as possible for the feedback discussions; lecturers employing coaching skills for adult learners; honesty as a valued and welcomed trait; recognition that tacit knowledge is valuable and should be shared; and lecturers being readily available to students and able to provide them with prompt responses.