Assessment feedback continues to score poorly in national surveys of student satisfaction and has been described as a “troublesome issue” (Nicol, Thomson & Breslin, 2014). Following the rapid growth in the UK HE sector during the 1990s, ensuing studies were preoccupied with the performance information returned to students and/or how technology could assist in providing feedback to ever larger classes. Subsequently, a broader definition of feedback has emerged (Boud & Molloy, 2013): It involves students’ use of performance information and, accordingly, needs to be an intrinsic part of programme planning. Students’ ability to use performance information is recognised a key component of assessment literacy (Price et al 2012).

This talk suggests that, despite its clear definition, it is questionable whether staff and students are on the same page with respect to feedback. Rand (2017) speaks of “misunderstandings and mismatches” between staff and student perceptions while a recent textual analysis of feedback articles (Winstone et al, 2022) found a diverse range of representations of the concept. To address this issue, it is suggested that tutors should delve into the same bag of tools that we use when teaching and develop an analogy for feedback. Although metaphors are commonplace, and sometimes so familiar that they fly under the radar, even a single metaphor can have a profound influence on thinking (Thibodeau & Boroditsky, 2011).

Feedback is an activity involving three distinct elements; performance information, course design and assessment literacy (Denton & McIlroy, 2017). In the proposed flame metaphor, the performance information given to students (by staff and/or peers) is fuel while the course design is oxygen, providing an atmosphere that facilitates learning. The final component of the flame metaphor identifies assessment literacy as ignition. This is an intuitive connection as so much of students’ responses to performance information necessitates a creative spark on their part. The association of assessment literacy with starting a fire recognises both as skills that, even if other prerequisites in place, will only result in a desirable outcome when there is a degree of proficiency.

This session will ask attendees to consider their own perceptions of feedback; how these compare with work by key researchers in the area and how they are shaped by the practicalities of teaching in an era of HE massification. A key takeaway will be the flame metaphor for feedback, although attendees will be invited to suggest their own analogies, perhaps more suited to their personal and disciplinary context.

Denton P. and McIlroy D. (2017) “Response of Students to Statement Bank Feedback: The Impact of Assessment Literacy on Performances in Summative Tasks.” Assessment and Evaluation in Higher Education 43:197–206.

Nicol D., Thomson, A. and Breslin, C. (2014) Rethinking feedback practices in higher education: a peer review perspective, Assessment & Evaluation in Higher Education, 39:1, 102-122.

Price M., Rust, C., and O'Donovan, B. (2012). Assessment literacy: the foundation for improving student learning. Oxford: Oxford Centre for Staff and Learning Development

Thibodeau P.H. and Boroditsky L. (2011) ‘Metaphors We Think With: The Role of Metaphor in Reasoning’, PLoS ONE 6(2): 1–11.

Winstone N., Boud D., Dawson P., and Heron M. (2022) From feedback-as-information to feedback-as-process: a linguistic analysis of the feedback literature, Assessment & Evaluation in Higher Education, 47:2, 213-230.

This event will be held in-person in G08, Tithebarn Building.

Hosted by the Teaching and Learning Academy, this event is part of the Teaching Insights series and will be facilitated by Dr Phil Denton, Associate Dean (Education and Student Experience) for the Faculty of Science and National Teaching Fellow.

Email: TLAcademy@ljmu.ac.uk

Please click on the below 'Begin Registration' button to register for this event.