Student agency in feedback: beyond the individual

Published on Feb 21, 2021in Assessment & Evaluation in Higher Education
· DOI :10.1080/02602938.2021.1887080
Juuso Henrik Nieminen4
Estimated H-index: 4
(University of Eastern Finland),
Joanna Tai6
Estimated H-index: 6
(Deakin University)
+ 1 AuthorsMichael Henderson19
Estimated H-index: 19
(Monash University, Clayton campus)
Source
Abstract
Student agency is often mentioned as a key feature of feedback practices. Commonly, the concept of agency is used to refer to students’ active role in the process of seeking, receiving, generating ...
References34
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#1Sin Wang Chong ('QUB': Queen's University Belfast)H-Index: 2
AbstractIn response to the paradigm shift of feedback from information to process, the notion of ‘student feedback literacy’, which refers to students’ capacities and dispositions to use feedback, ...
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#1Elizabeth Molloy (University of Melbourne)H-Index: 29
#2David Boud (Deakin University)H-Index: 77
Last. Michael Henderson (Monash University, Clayton campus)H-Index: 19
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AbstractThere is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual i...
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Student self-assessment has been framed as a way to address the issues of power in assessment in higher education. However, rarely has self-assessment been used to challenge the broader political i...
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Feedback remains a fundamental and challenging aspect of higher education policy and practice. Increasingly research has sought to understand how to more effectively develop students’ feedback lite...
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#1Juuso Henrik Nieminen (UH: University of Helsinki)H-Index: 4
#2Laura Tuohilampi (UNSW: University of New South Wales)H-Index: 5
AbstractPromoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster stude...
4 CitationsSource
#1Kim-Daniel Vattøy (Volda University College)H-Index: 3
#2Siv M. Gamlem (Volda University College)H-Index: 4
Last. Wenke Mork Rogne (Volda University College)H-Index: 1
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ABSTRACTThis study examined students’ feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual in...
5 CitationsSource
#1Edd Pitt (UKC: University of Kent)H-Index: 8
#2Margaret Bearman (Deakin University)H-Index: 22
Last. Rachelle Esterhazy (University of Oslo)H-Index: 5
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AbstractThe 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 genera...
10 CitationsSource
#1Michael Henderson (Monash University)H-Index: 19
#2Michael Phillips (Monash University)H-Index: 11
Last. Paige Mahoney (Deakin University)H-Index: 5
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ABSTRACTDespite an increasing focus on assessment feedback, educators continue to find that simply replicating an effective feedback practice from one context does not guarantee success in the next...
20 CitationsSource
#1Robert A. Francis ('KCL': King's College London)H-Index: 25
#2James D.A. Millington ('KCL': King's College London)H-Index: 21
Last. Gustav Cederlöf ('KCL': King's College London)H-Index: 4
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ABSTRACTAssessment and feedback practices sit at the heart of education and the student experience. This paper reports on undergraduate perceptions of assessment and feedback in the Department of G...
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#1Kay SambellH-Index: 11
#2Alistair SambellH-Index: 15
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Cited By3
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#1Maria Hvid Stenalt (UCPH: University of Copenhagen)
Developing student agency is a critical aspect of higher education and, in particular, digital education. In this sense, the capacity to understand what constitutes agency in digital contexts of education and evaluate students’ digital agency is now crucial. In contrast to traditional approaches to student agency in digital contexts that subsume technologies to educational intentions, media research has illustrated a more complex interplay between humans and technology. Drawing on this insight, ...
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#1Juuso Henrik Nieminen (University of Eastern Finland)H-Index: 4
#2Man Ching Esther Chan (University of Melbourne)H-Index: 5
Last. David Clarke (University of Melbourne)H-Index: 78
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The important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of ...
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#1James Wood (SNU: Seoul National University)H-Index: 1
In recent years, academic and practitioner attention to improving attainment as a result of feedback, as well as satisfaction with it, has led to a conceptualisation of feedback that considers lear...
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