Author (s) Sarah Tait
Background Internationally, assessment feedback is a pedagogical necessity and plays a vital role in student development (Li and Barnard, 2011). Nevertheless, evidence suggests that students across the globe are dissatisfied with assessment feedback (Carless, 2006; Khowaja and Gul, 2014; Li and Barnard, 2011; Tuvesson and Borglin, 2014). Aim The aim of the study reported here was to explore and better understand undergraduate pre-registration nursing students’ and academics’ perceptions of summative assessment feedback in order to elicit what effective feedback involves and thereby enhance students’ learning, experience and satisfaction. Methodology Ethical approval was sought and obtained from the University Research Ethics Committee. A qualitative descriptive research design was adopted, using focus groups as a means to collect data. Findings Three core themes emerged consistently across the focus groups. Predominantly, the data revealed inconsistencies in the feedback process and the need to develop awareness of the impact assessment feedback has on student learning.
The aim of this poster presentation will be to present the findings of a qualitative descriptive research study that will offer insight into nursing students’ and academics’ perceptions and value of feedback. Ultimately, the findings may inform and enhance the quality of learning and teaching and stimulate practice development in relation to feedback provision. Consequently, this may positively influence the ratings for assessment and feedback in the National Student Survey (NSS) (HEFCE, 2015). It will also demonstrate the need to develop awareness of the impact assessment feedback has on student learning and subsequently, ways in which the process could be improved. Currently, assessment and feedback is a topical point of conversation in Higher Education, thus delegates will be interested to implement the findings to reinforce the development of their own practice in the provision of feedback. Delegates could also use the underpinning of this study to replicate it in their own place of work. This presentation will positively contribute to the conference theme “Reaching for Teaching Excellence” and to learning and teaching at the University.
Assessment, Feedback, Research, Students, Academics
Delegates will be able to: • Consider the significance of feedback provision • Gain insight into students’ and academics’ perceptions and value of feedback • Develop awareness of the impact assessment feedback has on student learning