Wednesday, July 13, 2016

Thanks but no-thanks for the feedback

AJC ELF A timely article which chimes with discussions yesterday in our departmental ELF (Enhancing Learning Forum) meeting. Forsythe and Johnson's paper leans on Carol Dweck's Growth Mindset theory, so it's immediately attractive to me. It confirms my biases by having bad things to say about anonymous marking:
"The push towards anonymous, online marking can mean that personal feedback sessions are an incompatible part of the assessment and feedback loop. Anonymous marking is disruptive to the process because it prevents the tutor from giving connected guidance to students on their progress..."

Worth a read then.

Thanks, but no-thanks for the feedback. Assessment & Evaluation in Higher Education, 05 Jul 2016 DOI: 10.1080/02602938.2016.1202190
Feedback is an emotional business in which personal disposition influences what is attended to, encoded, consolidated and eventually retrieved. Here, we examine the extent to which students’ perceptions of feedback and their personal dispositions can be used to predict whether they appreciate, engage with and act on the feedback that they receive. The study is framed in psychological theories of mindset, defensive behaviours and new psychometric measures of the psychological integration of assessment feedback. Results suggest that, in this university population, growth mindset students were in the minority. Generally, students are fostering self-defensive behaviours that fail to nurture remediation following feedback. Recommendations explore the implications for students who engage in self-deception, and the ways in which psychologists and academics may intercede to help students progress academically by increasing their self-awareness.

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