探讨高等教育中学生对评估和反馈不满的“邪恶”问题

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2019-01-01 DOI:10.1080/23752696.2019.1644659

Susan J. Deeley, M. Fischbacher-Smith, D. Karadzhov, Elina Koristashevskaya

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引用次数: 24

摘要

摘要根据一项重要的全国性调查，学生对评估和反馈的不满对大多数英国高等教育机构来说是一个重大挑战。本文探讨了在作者自己的机构内加强评估和反馈的意义、挑战和潜在机会，以说明可以在其他地方采取的方法。采用定性设计，在该大学的一个学院对评估和反馈进行了审查，其中包括对学生感知的探索。调查结果强调了整个学院在评估和反馈实践中的差异，不满通常是由于教职员工和学生之间的误解或沟通失误。根据这篇综述，我们在本文中断言，学生对评估和反馈的不满并不是一个“温和”的问题，可以直接解决。相反，这是一个“邪恶”的问题，需要一种复杂的方法和多种干预措施。

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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Exploring the ‘wicked’ problem of student dissatisfaction with assessment and feedback in higher education

ABSTRACT Student dissatisfaction with assessment and feedback is a significant challenge for most UK Higher Education Institutions according to a key national survey. This paper explores the meaning, challenges and potential opportunities for enhancement in assessment and feedback within the authors' own institution as illustrative of approaches that can be taken elsewhere. Using a qualitative design, a review of assessment and feedback, which included an exploration of students' perceptions, was made in one College of the University. The findings highlighted variations in assessment and feedback practice across the College with dissatisfaction typically being due to misunderstanding or miscommunication between staff and students. Drawing on the review, we assert in this paper that students' dissatisfaction with assessment and feedback is not a 'tame' problem for which a straightforward solution exists. Instead, it is a 'wicked' problem that requires a complex approach with multiple interventions.

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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.