Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education

Deeley, S.J. , Fischbacher-Smith, M., Karadzhov, D. and Koristashevskaya, E. (2019) Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education. Higher Education Pedagogies, 4(1), pp. 385-405. (doi: 10.1080/23752696.2019.1644659)

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tudent dissatisfaction with assessment and feedback is a significant challenge for most UK Higher Education Institutions according to a key national survey. This paper explores the meaning, challenges and potential opportunities for enhancement in assessment and feedback within the authors' own institution as illustrative of approaches that can be taken elsewhere. Using a qualitative design, a review of assessment and feedback, which included an exploration of students' perceptions, was made in one College of the University. The findings highlighted variations in assessment and feedback practice across the College with dissatisfaction typically being due to misunderstanding or miscommunication between staff and students. Drawing on the review, we assert in this paper that students' dissatisfaction with assessment and feedback is not a 'tame' problem for which a straightforward solution exists. Instead, it is a 'wicked' problem that requires a complex approach with multiple interventions.

Item Type:Articles
Glasgow Author(s) Enlighten ID:Deeley, Professor Susan and Fischbacher-Smith, Professor Moira and Koristashevskaya, Dr Elina and Karadzhov, Dr Dimitar
Authors: Deeley, S.J., Fischbacher-Smith, M., Karadzhov, D., and Koristashevskaya, E.
College/School:College of Medical Veterinary and Life Sciences > School of Health & Wellbeing > Mental Health and Wellbeing
College of Social Sciences > Adam Smith Business School
College of Social Sciences > School of Social and Political Sciences > Urban Studies
University Services > Learning and Teaching Services Division
Journal Name:Higher Education Pedagogies
Publisher:Taylor & Francis
ISSN (Online):2375-2696
Published Online:14 October 2019
Copyright Holders:Copyright © 2019 The Authors
First Published:First published in Higher Education Pedagogies 4(1):385-405
Publisher Policy:Reproduced under a Creative Commons license

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