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Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue

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Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue. / Francis, Robert A.; Millington, James D. A.; Cederlof, Gustav.

In: JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION, Vol. 43, No. 4, 02.10.2019, p. 468-485.

Research output: Contribution to journalArticle

Harvard

Francis, RA, Millington, JDA & Cederlof, G 2019, 'Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue', JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION, vol. 43, no. 4, pp. 468-485. https://doi.org/10.1080/03098265.2019.1660867

APA

Francis, R. A., Millington, J. D. A., & Cederlof, G. (2019). Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue. JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION, 43(4), 468-485. https://doi.org/10.1080/03098265.2019.1660867

Vancouver

Francis RA, Millington JDA, Cederlof G. Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue. JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION. 2019 Oct 2;43(4):468-485. https://doi.org/10.1080/03098265.2019.1660867

Author

Francis, Robert A. ; Millington, James D. A. ; Cederlof, Gustav. / Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue. In: JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION. 2019 ; Vol. 43, No. 4. pp. 468-485.

Bibtex Download

@article{a92a2e95323a415c8e618008e647b04c,
title = "Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue",
abstract = "Assessment and feedback practices sit at the heart of education and the student experience. This paper reports on undergraduate perceptions of assessment and feedback in the Department of Geography at King’s College London, UK. Twenty-eight first and second year students across six focus groups provided comments on their understanding of feedback, their feedback experiences, and what they felt could be improved. It was clear that students desired feedback that would help them improve summative performance, but were unsure of how best to use it and consequently had high expectations that led to dissatisfaction. Particular concern was expressed about marking and feedback consistency, and the inherent variation in practice they experienced. Many comments indicated a lack of student agency, which may reflect the power relations that students find themselves in within their community of practice. Finding ways of fostering agency and improving dialogue over perceptions and expectations are suggested to be important steps in improving assessment and feedback practice, and student satisfaction.",
keywords = "Assessment, agency, feedback, focus groups, mark inconsistency",
author = "Francis, {Robert A.} and Millington, {James D. A.} and Gustav Cederlof",
year = "2019",
month = "10",
day = "2",
doi = "10.1080/03098265.2019.1660867",
language = "English",
volume = "43",
pages = "468--485",
journal = "JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION",
issn = "0309-8265",
publisher = "Routledge",
number = "4",

}

RIS (suitable for import to EndNote) Download

TY - JOUR

T1 - Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue

AU - Francis, Robert A.

AU - Millington, James D. A.

AU - Cederlof, Gustav

PY - 2019/10/2

Y1 - 2019/10/2

N2 - Assessment and feedback practices sit at the heart of education and the student experience. This paper reports on undergraduate perceptions of assessment and feedback in the Department of Geography at King’s College London, UK. Twenty-eight first and second year students across six focus groups provided comments on their understanding of feedback, their feedback experiences, and what they felt could be improved. It was clear that students desired feedback that would help them improve summative performance, but were unsure of how best to use it and consequently had high expectations that led to dissatisfaction. Particular concern was expressed about marking and feedback consistency, and the inherent variation in practice they experienced. Many comments indicated a lack of student agency, which may reflect the power relations that students find themselves in within their community of practice. Finding ways of fostering agency and improving dialogue over perceptions and expectations are suggested to be important steps in improving assessment and feedback practice, and student satisfaction.

AB - Assessment and feedback practices sit at the heart of education and the student experience. This paper reports on undergraduate perceptions of assessment and feedback in the Department of Geography at King’s College London, UK. Twenty-eight first and second year students across six focus groups provided comments on their understanding of feedback, their feedback experiences, and what they felt could be improved. It was clear that students desired feedback that would help them improve summative performance, but were unsure of how best to use it and consequently had high expectations that led to dissatisfaction. Particular concern was expressed about marking and feedback consistency, and the inherent variation in practice they experienced. Many comments indicated a lack of student agency, which may reflect the power relations that students find themselves in within their community of practice. Finding ways of fostering agency and improving dialogue over perceptions and expectations are suggested to be important steps in improving assessment and feedback practice, and student satisfaction.

KW - Assessment

KW - agency

KW - feedback

KW - focus groups

KW - mark inconsistency

UR - http://www.scopus.com/inward/record.url?scp=85071486361&partnerID=8YFLogxK

U2 - 10.1080/03098265.2019.1660867

DO - 10.1080/03098265.2019.1660867

M3 - Article

VL - 43

SP - 468

EP - 485

JO - JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION

JF - JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION

SN - 0309-8265

IS - 4

ER -

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