Using National Student Survey (NSS) qualitative data and social identity theory to explore students’ experiences of assessment and feedback

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1601500

J. MacKay, K. Hughes, Hazel Marzetti, Neil Lent, S. Rhind

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引用次数: 17

Abstract

ABSTRACT 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.

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运用全国学生调查(NSS)定性数据和社会认同理论探讨学生的评价与反馈体验

摘要评估和反馈是高等教育面临的相互关联的挑战，被视为学位质量保证的关键方面，但通常被认为是学生不满的根源。我们对苏格兰罗素集团一所大型大学的全国学生调查的自由文本评论进行了主题分析，发现学生在讨论评估时反复出现疏远与归属的主题。我们使用社会认同理论来探索这些主题，并得出结论，评估可能会成为员工和学生之间的障碍，尤其是在学生没有得到有效反馈的情况下。当学生觉得他们的评估将他们排除在一个群体之外（比如他们的学科）时，他们会表达不满和沮丧。这项研究增加了越来越多的工作，鼓励采用对话的方法来确保学生能够最好地利用反馈，并表明这也可能具有提高学生满意度的令人鼓舞的副作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.