1. Please Mind the Gap: Examining Student and Tutor Perceptions of Assessment Feedback Lesley Fishwick and Linda Allin Division of Sport Sciences

2. Assessment Malaise Maintaining quality in the face of increasing student numbers Unhappy students Innovative approaches to assessment and feedback

3. Possible Cure – Assessment Dialogues

4. Enhancing Student Engagement with Assessment Feedback: Case Studies Formative Assessment Feedback Mechanisms Feedback FormatStudent Group Mock Take Home Exam (0%) eLP Discussion Marking Workshop Peer Self – model answers Tutor - negotiated N = 30 Level 6 N = 5 Level 7 Presentation (20%) Feedback sheets Content analysis Workshop Peer Tutor Self N=50 Level 5 (Yr 2)

5. Dialogues: Mock Exam (L6 and L7) Mock Take Home Exam 1 week submit Non-assessed on Weekly readings eLP Discussion Board Marking workshop Q1 Peer assessment (model answers) Q2 Tutor marked (negotiated) Q3 Peer and Tutor Presentation (random)

6. Dialogues: Presentation (L5) Presentation of research proposal in groups (tutors and peers write comments) Lecture: content analysis of presentation feedback comments (wk6) –Identify themes/categories –Select which appropriate to own seminar/group –Estimate group grade

7. Student Evaluation of Assessment Activities Gained clearer idea of academic expectations (general and specific) Excellent opportunity to practice (mock exam) Could see direct relevance to summative assessment Appreciated willingness to discuss assessment issues with peers and tutors

8. Perception Gaps Some staff suggest that students unwilling to put effort into non-assessed formative tasks Students have a narrow perception of what is feedback (written comments on text) and indicate continued preference for tutor-led individual feedback Varied student self-perception (estimated and actual grades)

9. Implications for Practice Create spaces for assessment dialogues Enhance student engagement with assessment feedback Design activities to stimulate questions and self-evaluation Narrow perception gaps

10. Issues to be considered: Impact on confidence of students Emotion involved in assessment Influence on trust in tutor-student relations Immediacy of feedback in dialogues