The student perspective on the effectiveness of current feedback and the co-creation of marking rubrics

The student perspective on the effectiveness of current feedback and the co-creation of marking rubric

Lead: Gurpreet Chouhan

Team: Erin Dilger, Gill Frigerio, John Gough, Debbi Marais (co-lead), Alyson Quinn, Amerjit Singh, Katrine Wallis

Year:2024-2025

Summary

Assessment and feedback are often considered the weakest links in learning and teaching, as evidenced by low student satisfaction scores in surveys like the NSS and PTES. For example, the WMS PTES (2022 – 2024) results demonstrated a downward trend of 13%, on the question, ‘8.4 – Feedback on my (written and oral) work has been useful.’ This dissatisfaction typically arises from unclear assessment requirements, a lack of understanding of marking criteria/rubrics, and imprecise feedback, leaving students unsure how they could have improved their work, how to improve their skills or apply feedback to future assignments. This study aims to improve educational practices by highlighting the significance of student agency in the assessment process. To achieve this aim, we will first be examining students' perspectives on the effectiveness of current feedback and then involving them in co-creating marking rubrics, this will allow educators to enhance feedback quality and its impact on learning.