Students receive feedback from multiple sources within the course work they have undertaken. It is necessary to examine the assessment feedback nature and used in higher education in order to identify the dominant themes that exist in such feedbacks. Assessment feedback has been debated to enhance student access completion, retention as well as satisfaction within the context of Higher Education. In general, there is no agreed upon definition pertaining to assessment and systematic studies have been done to investigate assessment feedback meaning. The assessment feedback is a term that has been used as a concept which considers the variety of definitions as well as types such as types, foci, varied roles and functions.
Various exchanges in feedback
The assessment feedback hence includes the various exchanges in feedback that have been generated within the design of the assessment and occurs within as well as beyond the immediate learning context. It is very necessary to acknowledge the variety of concepts pertaining to assessment feedback. It can be considered as the end product of performance. That means that the information is provided by an individual regarding the aspects of performance or understanding of another individual (William & Thompson, 2017). Assessment feedback has become an integral part of the learning process and it can be described as a supported and sequential process rather than being a series of events which are unrelated.
Feedback has been conceptualized as an ongoing process that provides support in learning in context of education as well as future games beyond the context of Higher Education. The primary aim of conducting a feedback assessment is to highlight the real performance levels and to bridge the gap between the desired goal of learning. According to O’Donovan, Rust & Price (2016), feedback bridges the gap and significantly impact the learning process. However, the functions of a feedback greatly vary. It depends on the environment, learner’s needs and feedback paradigm. Distinction has been made between cognitivist and socio-constructivist views on assessment feedback. In the cognitivist paradigm, the feedback is seen as corrective and hence the approach is direct selling where in an expert is responsible for providing necessary information to a passive recipient.
Paradigm of socio-constructivist
In the paradigm of socio-constructivist, assessment feedback is observed as a facilitative step that includes the use of suggestions and comments in order to encourage the learners to undertake their revisions. It also perceives feedback as a way to help students to obtain new understanding by dialogues without dictating the nature of the understanding (Brookhart, 2017). The co-constructivist paradigm has been developed on the existing Paradigms which helps in emphasising the dynamic learning nature where in the student as well as the Lecturer learn from each other by using dialogues as well as participating in experiences.
In case of such scenarios the shared understanding develops from the interactions among the participants existing in the learning communities as a part of development of practice communities. According to Hattie (2016), in such cases the student normally shoulder increased Responsibility in order to obtain feedback and act on the assessment made. The Giving, adapting and taking of feedback from one community to next can be very challenging for the students as well as lectures due to the complexity of the networks. The cognitivist as well as the constructivist Paradigms of assessment feedback cannot be considered as mutually exclusive. Rather they can be considered as reinforcements which considers the precise nature of the assessment feedback and emphasizes on the necessity of feedback to support a given task, contextual needs as well as an individual.
Feedback has been emphasised as a corrective shoes by considering the degree of attunement of assessment feedback for the needs of an individual. However the treatment feedback should be perceived as a challenge tool where in the learners understand a concept and the feedback will only help in extending as well as refining their understandings (Winstoneet al. 2017). Feedbacks have been differentiated into four types which are namely task feedback, process feedback, self-regulation feedback and self feedback. These differentiated feedback types have a significant and variable impact on the learning gains of a student. Task feedback is emphasised as information as well as activities which have the sole purpose of reinforcing as well as clarifying the aspects of learning task.
Aspect of self regulation
The process feedback mainly focuses on the outcome of the learning task. The self regulation feedback primarily focuses on the metacognitive elements of a student which can be useful in monitoring as well as evaluating the strategies used by the learner. The self feedback on the other hand only focuses on personal attributes of the learner. As noted by Mulliner& Tucker (2017), on the basis of the differentiated types of feedback, the suspect feedback has three broad meanings which are namely motivational, reinforcement and informational. The assessment feedback helps in influencing the beliefs as well as the willingness of the learners to participate. It also helps in rewarding or punishing certain behaviours of the learner.
Assessment feedback helps in change in the performance of the learner in a certain and particular direction. It is very necessary to understand that feedback is a amalgamation of the elements that have been mentioned above and hence it is necessary to balance each element precisely so that they can be variable as well as received differentially by the students. It is also very critical that these assessments are observed as an integrated dimension existing within the process of giving or receiving feedback (Timmiset al. 2016). Assessment feedback is observed as very crucial for facilitating the development of a student as independent learner who is able to monitor, regulate as well as evaluate their own abilities and skills which further allows them to go up and beyond into professional practice.
Practice of feedback improvement
A large amount of evidence is available that supports the usefulness of assessment feedback in promoting student learning. However evidence is also available that suggest that feedback alone is insufficient for improving the outcomes. As argued by Ericsson (2015), the backdrop of mastication as well as consumerization of Higher Education needs to be taken into consideration when enhancing the feedback quality to students as the numbers have been increasing and the student bodies are more diverse than ever.
The evidence of progress in practices of improve feedback has been observed to be lacking inconsistent as well as conflicting. The student feedback has become a very critical aspect of the higher education strategies of learning and teaching. Another new assessment culture that has been identified is Peer assessment that has been used by the students to promote practices of self regulation. It has been argued that the institutions are not being mindful of the findings of the feedback in order to enhance the existing conditions (Van der Kleij, Feskens&Eggenm 2015).
Conclusion
It is easy to conclude that there is no general agreement pertaining to the most helpful feedback type and the reason it is most helpful. It is necessary to ensure the appropriate French as well as choices of opportunities of assessment throughout the study program which will help in ensuring assessment guidance integrated in teaching sessions. It will also ensure that resources are available to the students by making use of virtual environment of learning which will enable the student to take the responsibility of organizing their own learning. This will help in clarifying the value as well as relevance of the various elements of assessment which in turn will provide explicit guidance to the students. It is also necessary to clarify the student role as active participant in the feedback process and not only as passive’ recipient.
Requirement of proper pattern act
There exists a small amount of empirical evidence that decides the type of feedback best suited for specific contexts and situations. Due to lack of consistency in result patterns of empirical research, concerns have been raised pertaining to the paucity as well as the quality of the same. This is why there is requirement of proper pattern act.
Assessment of designing
It will be safe to assume that there are requirement of several aspects of assessment designing that are not known which may impair attempt to improve learning for learners in context of Higher Education (Rossi, Lipsey & Henry, 2018).
Priority schedule development
Students mostly complain pertaining to the technicalities of the assessment feedback which includes content, timing organization of the activities of assessment lack of clarity pertaining to requirements to name a few.
Clear perception and priority schedule needs to be incorporated From the perspectives of the lectures, the students are unable to make use or act on the basis of the assessment feedback and these conflicting perspectives lead to feedback gap (Lefroyet al. 2015).
Transparent feedback
Preparation of clean feedback and assessment of discipline needs to be evaluated in the organization in the workplaces.
References
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Ericsson, K. A. (2015). Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Academic Medicine, 90(11), 1471-1486. [Retrieved from: https://www.ingentaconnect.com/content/wk/acm/2015/00000090/00000011/art00016]
Hattie, J. (2016). Know thy impact. On Formative assessment: Readings from educational leadership (EL Essentials), 36. [Retrieved from: https://books.google.co.uk/books?hl=en&lr=&id=fsWqDAAAQBAJ&oi=fnd&pg=PA36&dq=the+usefulness+of+feedback+and+argue+the+best+way+for+students+to+receive+feedback+on+their+assessment&ots=3yLbiSW6Bo&sig=LZtA1Fh8DU7nPV_9e8gyXwYr-Bk#v=onepage&q=the%20usefulness%20of%20feedback%20and%20argue%20the%20best%20way%20for%20students%20to%20receive%20feedback%20on%20their%20assessment&f=false]
Lefroy, J., Watling, C., Teunissen, P. W., & Brand, P. (2015). Guidelines: the do’s, don’ts and don’t knows of feedback for clinical education. Perspectives on medical education, 4(6), 284-299. [Retrieved from: https://link.springer.com/article/10.1007/s40037-015-0231-7]
Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42(2), 266-288. [Retrieved from: https://www.tandfonline.com/doi/abs/10.1080/02602938.2015.1103365]
O’Donovan, B., Rust, C., & Price, M. (2016). A scholarly approach to solving the feedback dilemma in practice. Assessment & Evaluation in Higher Education, 41(6), 938-949. [Retrieved from: https://srhe.tandfonline.com/doi/abs/10.1080/02602938.2015.1052774#.XGEn2Vwza00]
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