1. Assessment & Feedback The Devil is in the Detail. David Kane Birmingham City University david.kane@bcu.ac.uk

2. Background Examination of assessment & feedback in the light of findings and concern in the UK National Student Survey; NSS reports that the lowest scoring course items relate to Assessment & Feedback; Institutions urged to ‘look at their data’; Many institutions have been doing just that for many years; Analysis of existing data indicates that change has resulted from efforts to address concerns.

3. Approach Student Satisfaction Approach – from 1989; NSS items: –7. 'Feedback on my work has been prompt;’ –9. 'Feedback on my work has helped me clarify things I did not understand;’ Usefulness of feedback; Promptness of feedback; Overall; Discipline; Mode of Study; Personal Characteristics:  Age  Ethnicity  Gender

4. Improvement (1) Overall satisfaction with usefulness of feedback, Universities 1,2 & 3 1996–2007

5. Improvement (2) Overall satisfaction with promptness of feedback, Universities 1,2 & 3 1996–2007

6. Variation by variable - Discipline 2005 NSS showed differences in mean scores between disciplines; Most institutions do not provide breakdowns by discipline – Faculty based; Science related subjects score less well.

7. Variation by variable – Level, Mode & Year of Study Part-time students more satisfied than full- time; PGT students more satisfied than UG; 1st years more satisfied than those in later stages of study: ‘moments of stress’ issue? Local issues will impact upon ratings.

8. NSS reports differences based on age, ethnicity & gender; Female students/ aged 25+ more satisfied than male students/ aged <25; Asian and Chinese students less satisfied than those from other ethnic origins. Black students more satisfied. Variation by variable – Personal Characteristics

9. Age Satisfaction with usefulness of feedback by age, University 1, 1996–2007

10. Ethnicity Satisfaction with usefulness of feedback by ethnicity, University 1, 1996–2007

11. Gender Satisfaction with usefulness of feedback by gender, University 1, 1996–2007

12. Conclusions What has looking at the data achieved; Improvements year on year; Upward trend for student satisfaction; Variation according to different variables; The importance of the local context; That the devil is in the detail.

13. Assessment & Feedback The Devil is in the Detail. David Kane Birmingham City University david.kane@bcu.ac.uk