Improving the assessment feedback experience: a case study

Abstract

Abstract The results of the National Student Survey consistently highlight assessment and feedback as a key concern for students in all higher education institutions. Central to students’ concerns is the promptness, appropriateness and quantity of feedback received. In order to improve the efficiency of the assessment process, many institutions have developed assessment models that save time for academic staff. However, research often suggests that these offer little benefit to learners. This paper reports on a recent case study at the University of Wales Newport in which recorded verbal assessment feedback was used as an alternative to the traditional written feedback process. Participant feedback suggests that this model offers a richer assessment experience for students and an improved relationship between students and academic staff.