Enhancing the assessment and the feedback in Higher Education

Kasun Gomis, Mandeep Saini, Mohammed Arif, Chaminda Pathirage

Research output: Contribution to journalArticlepeer-review

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Abstract

Purpose: Lack of appropriate student support and drawbacks in academic progression signify the importance of enhancing assessment and feedback in higher education (HE). Although assessment and feedback are significant in HE, minimal empirical research holistically explores the best practices. This study aims to address the niche and develop a decisive guideline for enhancing assessment setting and feedback provision within HE curricula.
Methodology: A systematic approach was taken to obtain data for the study: a literature review underpinning the thematic content analysis of study documents, followed by semi-structured interviews. Document analysis contained: 1.) Mid-Module Reviews (MMRs)/ student feedback 2.) Rubrics used in assessment 3.) Formative/summative feedback provided for the graded work. Documental analysis informed the key attributes of the semi-structured interview. Interpretive Structural Modelling (ISM) analysis identified the influence and reliance of each driver.
Findings: The study revealed 15 drivers, four fundamental, six significant and five important, in enhancing assessment and feedback. The level partitioning from the ISM analysis established that all assessment and feedback needs to be underpinned by the university policy and fed into the assessment regime and marking scheme. The study identified that NSS results were significantly improved due to implementing said drivers compared to the national and sector benchmarks.
Practical implications: The developed drivers enable the best practices in assessment setting and feedback provision. The level partition diagram can be employed as a decisive guideline or a provisional framework in assessment and feedback provision for quality assurance in HE.
Originality/Value: This study is one of, if not the only, to develop a guideline signposting drivers and their influence and reliance to enhance assessment and feedback in a holistic HE setting. The developed drivers and the level partition diagram bring novelty and add to the current body of knowledge.
Original languageEnglish
JournalQuality Assurance in Education
Publication statusAccepted/In press - 26 Nov 2023
Externally publishedYes

Keywords

  • National Student Survey (NSS), Assessment and Feedback, Teaching Quality Improvement, Built Environment Education, Interpretive Structural Modelling (ISM), United Kingdom (UK).

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