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The Conundrum of Low Achievement and Feedback for Learning.

Pitt, Edd, Bearman, Margaret, Esterhazy, Rachelle (2019) The Conundrum of Low Achievement and Feedback for Learning. Assessment and Evaluation in Higher Education, . ISSN 0260-2938. E-ISSN 1469-297X. (doi:10.1080/02602938.2019.1630363) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

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Official URL
http://dx.doi.org/10.1080/02602938.2019.1630363

Abstract

The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally underrepresented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of understanding and using performance information is a larger conceptual leap for some students than others. In this paper, we consider issues surrounding the transition to new modes of feedback, focusing on what is needed for those who find study difficult and persistently are disappointed by their levels of attainment, to benefit from and take advantage of our feedback pedagogies. We examine literature advocating strategies such as increasing agency, using praise, developing feedback literacy and cultivating a growth mind-set. We argue that students who underachieve may benefit from strong relationships with educators and peers; exposure to feedback rich, low stakes environments, which permit repeated integrations of practice and feedback and building feedback literacy through peer assessment activities.

Item Type: Article
DOI/Identification number: 10.1080/02602938.2019.1630363
Uncontrolled keywords: Low achievers, Feedback for learning, Feedback Literacy, Growth Mindset, Agency
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Edd Pitt
Date Deposited: 16 Jul 2019 12:03 UTC
Last Modified: 17 Jul 2019 10:21 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/75359 (The current URI for this page, for reference purposes)
Pitt, Edd: https://orcid.org/0000-0002-7475-0299
Bearman, Margaret: https://orcid.org/0000-0002-6862-9871
Esterhazy, Rachelle: https://orcid.org/0000-0003-0494-1417
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