Enhancing first year management students' engagement: An action research project to explore the use of the Essay Feedback Checklist (EFC)

Feedback represents one of the key factors that affect students' learning. A question is raised here as to what extent engaging students with feedback and considering their voices as partners in the assessment process can improve their confidence and therefore their learning. The objective of t...

Full description

Saved in:
Bibliographic Details
Published in:The international journal of management education 2015-11, Vol.13 (3), p.218-226
Main Author: Mansour, Hala F.
Format: Article
Language:English
Subjects:
Confidence
Dialogue
Essay feedback checklist
Feedback
Students' engagement
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Feedback represents one of the key factors that affect students' learning. A question is raised here as to what extent engaging students with feedback and considering their voices as partners in the assessment process can improve their confidence and therefore their learning. The objective of this action research was to support the introduction of the Essay Feedback Checklist (EFC) to first year management students at a British University. This research examined the use of EFC as an interactive two-way communication tool between tutors and students. The research also aimed to help management students to be more aware of the assessment criteria and thus to be more engaged with their feedback. Data was collected from students and tutors before and after the use of the EFC in order to compare their attitudes towards the use of the tool. The research findings show that students found the EFC a useful tool to support engagement with the feedback and for improving their confidence to develop their work further. Tutors and students claimed that the EFC created an interactive environment in providing feedback and helped to open a dialogue about it, but they also highlighted some drawbacks. •Action research was used to evaluate the Essay Feedback Checklist (EFC).•It was used as an interactive tool to help students understand assessment criteria.•Data was collected from students and tutors before and after the use of the EFC.•There was a mismatch between students' self-evaluations and tutors' evaluations.•Students found the EFC a useful tool to support their engagement with feedback.
ISSN:1472-8117
DOI:10.1016/j.ijme.2015.05.004