Cachia, Moira ORCID: https://orcid.org/0000-0002-4470-1701 and Lynam, Siobhan (2023) Student feedback on assessment design for learning success: Findings from a qualitative study. In: Festival of Learning and Teaching (6th July 2023) hosted in Ealing, London, 6-7 Jul 2023, Ealing, London.

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Abstract

Both formative and summative assessments are an integral part of teaching and learning. University students have various opportunities to provide feedback on their experience of assessments, such as the Module Evaluation Surveys. However, the results are not always detailed enough to help teaching staff to effectively enhance student learning. A qualitative study utilising three focus groups for data collection was conducted with 23 students reading psychology undergraduate programmes at University of West London. It was found that both teaching and student factors affect student engagement with assessments, and both these factors were found to be mediated by the relationship between tutors and students. Teaching factors included the timing of assessments and relevance of tasks to employability (transferable skills), while student factors included partnership in assessment and feedback (student voice). This research provides a better understanding of the role that personal qualities and emotional factors have on learner engagement with assessments. Integrating ways to reduce assessment-related stress and fear, and to develop academic maturity, within the taught programme is recommended, in order to promote a more inclusive approach to learning.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	Education
Depositing User:	Moira Cachia
Date Deposited:	27 Nov 2023 10:15
Last Modified:	04 Nov 2024 11:32
URI:	https://repository.uwl.ac.uk/id/eprint/10517

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