Approaches to feedback on examination performance: research, policy, and practice

Abstract

Examinations are viewed as one of the least inclusive forms of assessment. Attainment gaps between different student groups (e.g. based on ethnicity) are more pronounced in examinations than in coursework, perhaps because feedback on performance is commonplace for coursework yet rare for examinations. We developed, and explored evidence for, a novel taxonomy of approaches to examination feedback through a systematic literature review, policy analysis, and survey of UK academics. Our synthetic analysis indicated a disjuncture between research and policy/practice: there is very little research focusing on the most commonly-implemented forms of examination feedback in higher education, whilst the majority of research evidence focuses on the approaches to examination feedback that are seen as the most challenging to implement in practice. Our analysis also uncovered policies that encouraged exclusionary rather than inclusive approaches to examination feedback. We argue for a renewed research focus on examination feedback and differential attainment.