文章基本信息

标题：Using National Student Survey (NSS) qualitative data and social identity theory to explore students’ experiences of assessment and feedback
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作者：Jill R. D. MacKay ; Kirsty Hughes ; Hazel Marzetti 等
期刊名称：Higher Education Pedagogies
电子版ISSN：2375-2696
出版年度：2019
卷号：4
期号：1
页码：315-330
DOI：10.1080/23752696.2019.1601500
语种：English
出版社：Taylor and Francis Ltd
摘要：Assessment and feedback are interrelated challenges for higher education, being perceived as key facets of the quality assurance of degrees, and yet commonly found to be sources of dissatisfaction for students. We performed a thematic analysis on the free-text comments of the National Student Survey for a large, Scottish, Russell Group university and found recurring themes of alienation versus belonging in how the students discussed assessment. We used Social Identity Theory to explore these themes and concluded that assessment can act as a barrier between staff and students, especially where students are not given effective feedback. When students feel their assessment excludes them from a group (such as their discipline), they express dissatisfaction and frustration. This study adds to the growing body of work encouraging a dialogic approach to ensure students are able to make the best use of feedback and suggests it may also have the encouraging side-effect of improving student satisfaction.
关键词：Assessment and feedback;national student survey;NSS;assessment literacy;disciplinary cultures