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Active Learning in Higher Education
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Listening to students

How to make written assessment feedback useful

Agnes M. Rae

Glasgow Caledonian University, UK, agnes.rae{at}gcal.ac.uk

David K. Cochrane

Glasgow Caledonian University, UK, david.cochrane{at}gcal.ac.uk

Written assessment feedback has not been widely researched despite higher education students continually expressing the need for meaningful and constructive feedback. This qualitative study employing focus groups captures and interprets the student perspective of written assessment feedback. Participants were Registered Nurses and non-traditional entrants to higher education. The findings generated a framework of themes and categories representing the feedback process experienced by the students. The themes were `learning from', `the process of receiving' and `making sense of' feedback. When this framework incorporates strategies such as `feed-forward', self-managed learning and personalized guidance it then represents a heuristic model of effective written assessment feedback. The model, created as a result of the research, should enhance the student experience and aid understanding of the complex processes associated with providing written assessment feedback.

Key Words: assessment feedback • feed-forward • focus group • qualitative research • student perspective

Active Learning in Higher Education, Vol. 9, No. 3, 217-230 (2008)
DOI: 10.1177/1469787408095847
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