Abstract:
Providing written feedback to students is an important part of the teaching process for tutors and lecturers in the tertiary sector. It is also one of “the top 5 to 10 highest influences on achievement as a part of learning” (Hattie & Timperley, 2007, p. 83). Effective feedback provides information to the student that fills a gap between actual and desired states of learning (Black & Wiliam, 1998: Carless et al., 2011; Hattie & Timperley, 2007; Poulos & Mahony, 2008; Walker, 2009). It also provides opportunities for students to transfer learning onto future tasks by looking beyond the assignment that has just been submitted and providing guidance on how to make improvements in other work (Crisp, 2007; Hounsell, 2007; Lizzio & Wilson, 2008; Walker, 2009). Receiving this type of effective feedback is a fundamental factor in student learning and as such students have the right to receive feedback that is clear, concise, consistent and effective.This presentation reports findings from a mixed method doctoral research study that used quantitative and qualitative content analysis to look at whether markers were providing consistent and effective feedback to students on their written work. Consistency was investigated because feedback which is inconsistent, it is thought, can be perceived by students to be unfair (Lizzio & Wilson, 2008) and inaccurate (Stone & Stone, 1985). Effectiveness was looked at as effective feedback encourages the student to develop skills in self-regulation (Carless et al., 2011; Bevan, Badge, Cann, Willmott & Scott, 2008; Hattie & Timperley, 2007; Hounsell, McCune, Hounsell & Litjens, 2008; Hyland, 2013; Lizzio & Wilson, 2008; Pokorny & Pickford, 2010; Poulos & Mahony, 2008; Walker, 2009; Weaver, 2006). Effective feedback according to both researchers and students informs students of where they are going, how they are going and where to next. It allows students also to engage in a dialogue with the marker This presentation then provides a snapshot of findings from the data analysis relating to grades and comments collected from several different student assignments which were all marked by the same individual markers. Inconsistencies in marker grades and comments will be highlighted and a more in-depth look at whether the feedback being provided was effective or not will be presented. Finally consideration of how consistency in feedback can be improved through professional development for markers will be discussed and how feedback provision to students can be more just and equitable will be outlined.