Advertisement

European Political Science

, Volume 16, Issue 2, pp 127–134 | Cite as

introduction: rethinking assessment and feedback

  • nicola smith
  • helen williams
Symposium

Abstract

There is now a rich pedagogical literature that attests to the absolute centrality of assessment and feedback in effective student learning at undergraduate and postgraduate levels. And yet – despite this consensus in the pedagogical literature over the crucial importance of assessment and feedback – they are not, it seems, fulfilling their purpose or potential for students or lecturers alike. This symposium starts from the premise that assessment and feedback matter, that they are not working at present and that we need to find ways to do them differently. The symposium brings together five original articles from contributors who all want to explore alternative ways of thinking about, and doing, assessment and/or feedback so that they work better both for our students and for us as their lecturers.

Keywords

pedagogy assessment feedback dialogic learning 

References

  1. Agrawal, A., Buckley-Irvine, N. and Clewlow, E. (2014) ‘Is the national student survey fit for purpose?’ The Guardian 12 August, available at: http://www.theguardian.com/higher-education-network/blog/2014/aug/12/do-we-still-need-national-student-survey-university.
  2. Bean, J.C. (2011) Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, Hoboken: John Wiley & Sons.Google Scholar
  3. Beaumont, C., O’Doherty, M. and Shannon, L. (2011) ‘Reconceptualising assessment feedback: A key to improving student learning?’ Studies in Higher Education 36(6): 671–687.CrossRefGoogle Scholar
  4. Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University: What the Student Does, 4th edn. Maidenhead: Open University Press.Google Scholar
  5. Blair, A., Curtis, S., Goodwin, M. and Shields, S. (2013a) ‘What feedback do students want?’ Politics 33(1): 66–79.CrossRefGoogle Scholar
  6. Blair, A., Curtis, S. and McGinty, S. (2013b) ‘Is peer feedback an effective approach for creating dialogue in politics?’ European Political Science 12(1): 102–115.CrossRefGoogle Scholar
  7. Clouder, L., Broughan, C., Jewell, S. and Steventon, G. (2013) Improving Student Engagement and Development through Assessment: Theory and Practice in Higher Education, London: Routledge.Google Scholar
  8. Grove, J. (2014) ‘National student survey 2014 results show record levels of satisfaction’. Times Higher Education 12 August.Google Scholar
  9. Ishiyama, J. (2013) ‘Frequently used learning techniques and their impact: A critical review of existing journal literature in the United States’, European Political Science 12(1): 116–126.CrossRefGoogle Scholar
  10. Laurillard, D. (2013) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies, London: Routledge.Google Scholar
  11. Li, J. and De Luca, R. (2014) ‘Review of assessment feedback’, Studies in Higher Education 39(2): 378–393.CrossRefGoogle Scholar
  12. MacNell, L., Driscoll, A. and Hunt, A.N. (2015) ‘What’s in a name: Exposing gender bias in student ratings of teaching’, Innovative Higher Education 40(4): 291–303.CrossRefGoogle Scholar
  13. Moss-Racusin, C.A., Dovidio, J.F., Brescoll, V.L., Graham, M.J. and Handelsman, J. (2012) ‘Science faculty’s subtle gender biases favor male students’, Proceedings of the National Academy of Sciences 109(41): 16474–16479.CrossRefGoogle Scholar
  14. Nicol, D. (2010) ‘From monologue to dialogue: Improving written feedback processes in mass higher education’, Assessment & Evaluation in Higher Education 35(5): 501–517.CrossRefGoogle Scholar
  15. Ratcliffe, R. (2013) ‘Students: We can’t get no satisfaction’. The Guardian 8 July, available at: http://www.theguardian.com/education/2013/jul/08/students-fees-consumer-power.

Copyright information

© European Consortium for Political Research 2016

Authors and Affiliations

  • nicola smith
    • 1
  • helen williams
    • 2
  1. 1.Department of Political Science and International Studies, University of BirminghamBirminghamUK
  2. 2.School of Politics & International Relations, University of NottinghamNottinghamUK

Personalised recommendations