THESIS Seimnar, Professor Berry O'Donovan

Good feedback: strategies and practices that enhance student learning from and satisfaction with assessment feedback

This session will draw from recent research studies into assessment feedback in Higher Education that critique current practice and suggest some contemporary approaches to improving student learning from, and satisfaction with, feedback that go beyond technical concerns such as timing and quantity.  Such approaches emphasise the particular challenges inherent in feedback on assessment activities that move beyond accurate memorisation of established facts and demonstrable theories.  Based on empirical research it is posited that in this situation the effectiveness of feedback rests not only on the nature and content of the feedback artefact, but also on the assessment context in which it is received and recipients’ capacity to understand and engage with it.  It may only be those students who view knowledge as relative and mutable who will ever be truly ‘satisfied’ with feedback on complex, open-ended tasks. The presentation will conclude that focusing on the epistemological development and feedback literacy of students is important to enhance both their learning from, and satisfaction with, feedback.    

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