Assessment Feedback: Student Perspective

Many of us have finished our first week of classes, others are preparing for next and still others on the quarter system have several weeks. In this blog, I try to offer timely SoTL research, so this week I would like to share recent research on assessment feedback as we all reflect and consider how we might support our students early in the term. The article is entitled, “Assessment Feedback: What Do Students Want and Need?” by Hold, Sun and Davis (2024).

Before we begin, I would like to remind us there are three key steps in effective student feedback (assessment, measurement and evaluation) and two forms of assessment (formative and summative). This paper addresses the first step of formative assessment which is critical to subsequent steps.

The hypothesis explored in this research included:

What are students’ expectations and understanding relating to assessment feedback?
What do students like and dislike about the feedback they receive?
Do they understand the feedback and what do they do if they do not?

The study includes undergraduate students (from 9 programs) and postgraduate students (from 21 programs). Qualitative data were coded and analyzed using thematic analysis, while quantitative data were processed by frequency analysis. Findings indicate that students

valued written feedback more; and
attached importance to specificity, consistency, and developmental orientation.

The findings suggested approaches to improving students’ strategies for capitalizing on feedback, including offering chances to have collective and live communication about feedback. Findings also reveal the tension between students’ high expectations and the time allocated to marking for the creation of high-quality feedback. Students made suggestions such as following rubrics and providing formative feedback in a collective manner to gain a comprehensive view of comments and peers’ ideas. Developmental feedback was highly valued by students who demonstrated a high level of academic achievement.

Having the fortune to work with many exemplary faculty, a frequent response to an article of this type is the lack of available time. I certainly do not have any magic solution, but I would like to share recent research on how generative artificial intelligence (GenAI) might be able to assist with the time challenge [note: although my research is in the area of GenAI, I am not advocating for the use, but merely trying to share pertinent research for consideration].

Harvard Graduate School of Education provides a relatively recent (Nov 2023) guide entitled, “Better Feedback with AI? A new study explores how large language models can aid instruction in certain learning environments.” This study identifies what AI can do well, i.e., use supportive language to appreciate projects; recognize the work put into these projects; and value student strategies used in makerspaces. In addition, the report notes value in summarizing student reflections, giving instructors a concise and accurate overview of progress. The report also shares that currently AI failed to offer positive feedback for struggling students.

Educause (2024) has suggested appropriate uses of GenAI:

Tutoring, translating, advising, brainstorming, editing, accessibility/assistive technology
Course design, grading, providing feedback, improving accessibility of materials
Finding and summarizing literature, sorting and analyzing data, predictive modeling
Analyzing and visualizing success data

In another study (May 2023) by Stanford entitled, “Feedback from an AI-driven tool improves teaching,” the authors found that providing automated feedback improves instructors’ communication practices and student rate of completing assignments and satisfaction.

References

Holt, D., Sun, X., & Davies, B. (2024). Assessment feedback: What do students want and need? Journal of University Teaching and Learning Practice, 21(9).