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Not seeing the wood for the trees: developing a feedback analysis tool to explore feed forward in modularised programmes

Hughes, G; Smith, H; Creese, B; (2015) Not seeing the wood for the trees: developing a feedback analysis tool to explore feed forward in modularised programmes. Assessment and Evaluation in Higher Education , 40 (8) pp. 1079-1094. 10.1080/02602938.2014.969193. Green open access

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Abstract

This paper considers feedback in the context of modularised programmes in higher education in the UK. It is argued that the self-contained nature of modular assessment may limit feedback dialogue between staff and students to assignment-specific issues, and may impede student progress towards holistic programme-level aims and outcomes. A feedback profiling tool was developed to categorise feedback on draft and final work. The analysis of feedback on 63 samples of draft work and 154 samples of final work showed different patterns. There were more feedback comments on draft work, and the feedback comments were dominated by advice and critique, while the feedback comments on the final work were overwhelmingly dominated by praise. This pattern of feedback is problematised in terms of feed forward from one module to the next, as students work towards the development of programme-level outcomes. Ipsative feedback (on progress) and feed forward in terms of disciplinary-specific skills and programme-level outcomes are recommended to enable students to act on feedback on end-of-module work, and develop students’ capacity to recontextualise disciplinary-specific skills throughout a programme. Some developmental applications for the feedback profiling tool are also suggested.

Type: Article
Title: Not seeing the wood for the trees: developing a feedback analysis tool to explore feed forward in modularised programmes
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/02602938.2014.969193
Publisher version: http://doi.org/10.1080/02602938.2014.969193
Language: English
Additional information: © 2014 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & Evaluation in Higher Education on 16 October 2014, available online: http://www.tandfonline.com/10.1080/02602938.2014.969193
Keywords: Feedback analysis, feedback dialogue, feed forward, disciplinary skills, modularisation
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/1494234
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