Developing Assessment Feedback: From Occasional Survey to Everyday Practice

Abstract

Winstone and Boud critique the concept of a singular student voice in the context of students’ experiences of assessment and feedback, arguing that the wording of many items in student experience surveys send the message that it is the transmission of comments, rather than the impact of feedback on student learning, that is important. Instead, they argue that educators can learn far more about students’ experiences of assessment and feedback throughout, rather than at the end of, a module. They discuss the importance of sharing responsibility for making the assessment and feedback process effective between educators and students and consider how to shift the culture of feedback away from a transmission focus and towards a learning focus.