Can dialogue help to improve feedback on examinations?

Student dissatisfaction with feedback is widely acknowledged in Higher Education. This has resulted in investigations that have offered suggestions for improving student satisfaction levels. This article examines one area of student concern by focusing on the feedback that students receive on examin...

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Bibliographic Details
Published in:Studies in higher education (Dorchester-on-Thames) 2014-01, Vol.39 (6), p.1039-1054
Main Authors: Blair, Alasdair, Wyburn-Powell, Alun, Goodwin, Mark, Shields, Sam
Format: Article
Language:English
Subjects:
assessment
Attitudes
Dialogs (Language)
Dialogue
Educational tests & measurements
Evaluation
examination
Examinations
exemplars
Feedback
Feedback (Response)
Focus Groups
Foreign Countries
Higher education
Qualitative Research
Satisfaction
Semi Structured Interviews
Student Attitudes
Student Experience
Student Surveys
Students
Tests
Undergraduate Students
United Kingdom
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Summary:Student dissatisfaction with feedback is widely acknowledged in Higher Education. This has resulted in investigations that have offered suggestions for improving student satisfaction levels. This article examines one area of student concern by focusing on the feedback that students receive on examinations. The article reports the findings of student surveys and focus groups with regard to attitudes towards and experience of examinations. In addition, the article reviews the findings of an exemplar exercise that is highlighted as a particular way of enhancing feedback practices on examinations. The research findings are the product of a three-year study into student experience of feedback that paid particular attention to the case of dialogue as a means of improving the student experience. Analysis of the findings emphasise the need to tackle the feedback deficit on examinations and in turn lead to a number of recommendations for creating a model of dialogic exam feedback.
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2013.777404