Improving the effectiveness of feedback by use of assessed reflections and withholding of grades

Jackson, M. and Marks, L. (2016) Improving the effectiveness of feedback by use of assessed reflections and withholding of grades. Assessment and Evaluation in Higher Education, 41(4), pp. 532-547. (doi: 10.1080/02602938.2015.1030588)

Abstract

We wished to improve levels of student engagement with feedback within the context of our postgraduate masters-level programme, and therefore evaluated the use of two interventions: assessed reflections on feedback and grade-withholding. In questionnaires students reported more engagement with feedback after the interventions, with 77% in favour of using reflections, though only 57% favoured grade-withholding, with feelings of frustration and anxiety about the grade cited as factors. Overall class grades improved over the two years in which reflections were used, with the greatest gains made by students generating the most insightful reflections. Additional gains in the second year of intervention may have been attributable to improved implementation or the introduction of grade-withholding, or a combination of both. Overall we demonstrated clear improvement in feedback utilisation and achievement associated with our interventions.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Jackson, Dr Maria and Marks, Dr Leah
• Authors: Jackson, M., and Marks, L.
• College/School: College of Medical Veterinary and Life Sciences > School of Medicine, Dentistry & Nursing
• Journal Name: Assessment and Evaluation in Higher Education
• Publisher: Routledge
• ISSN: 0260-2938
• ISSN (Online): 1469-297X
• Published Online: 07 April 2016
• Copyright Holders: Copyright © 2015 Taylor and Francis
• First Published: First published in Assessment and Evaluation in Higher Education 41(4):532-547
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher