24 October 2017
CRADLE is pleased to host a fascinating double seminar, tackling the tricky topic of assessment feedback, on Tuesday 31 October 2017. Our international visitors Dr. Edd Pitt (University of Kent) and Rachelle Esterhazy (University of Oslo) will present insights into students’ perceptions and experiences of feedback gathered from several UK and Norwegian studies, and suggest new approaches to support students in utilising feedback.
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Edd is the Programme Director for the Post Graduate Certificate in Higher Education and a lecturer in higher education and academic practice at the University of Kent, UK. His principle research field is assessment and feedback, with a particular focus on students’ emotional processing during feedback situations. Edd will discuss the findings from two UK studies exploring undergraduate students’ experiences of assessment and feedback – the first study found that emotional reactions play a significant role in determining how students act on feedback that they receive, while the second study built on the findings of the first to reveal a conceptual six-stage cyclical assessment and feedback model. Edd will also address how grade outcomes emerged as an extremely powerful construct which seem to foster in students both adaptive and maladaptive emotions and subsequent assessment-related behaviours. He suggests that understanding students’ individual needs through fostering lecturer and student relationships, alongside dialogic feedback opportunities, may help to improve student propensity to utilise feedback.
Rachelle is currently undertaking her PhD at the University of Oslo, Norway. Her thesis is part of the Quality in Norwegian Higher Education project, which investigates the factors and mechanisms relevant for quality in higher education from different disciplinary perspectives. Rachelle will discuss feedback from a sociocultural perspective, arguing that feedback is a relational process whereby students gain access to their discipline through making meaning of feedback comments from their teachers or peers. She will present relevant findings from qualitative case studies drawn from two Norwegian higher education courses, and discuss the implications which a relational view of feedback may have for feedback practice. Rachelle suggests that sociocultural perspectives of learning and feedback can help to fill gaps in our current understanding of feedback, and assist us towards solving the age-old dilemma of students making insufficient use of feedback.
Places for the double seminar are filling quickly, so register now!