Research exploring the construction of written feedback has been published today in the Practitioner Research in Higher Education journal. “Balancing academic gatekeeping and interpersonal positioning: A qualitative analysis of written feedback to undergraduate students” by Liz Austen (STEER), documents an analysis of 136 pieces of written feedback on summative student assessments. Evidence of linguistic variations in written feedback are discussed with reference to ‘linguistic capital’. Examples are provided to highlight how feedback clarity and consistency could be affected.
The second phase of this research is currently focusing on student evaluations of effective feedback, utilising the same feedback sample. Working directly with Cathy Malone (Learning Enhancement and Academic Development), an exploration of student reflections (via corpus analysis of high/low scoring feedback and focus group data) has been undertaken and used to frame staff development sessions. The link between a local research base, appreciative inquiry approaches, and targeted staff development, begins to provide a framework for effective evidence informed educational development. The findings from phase two of this research will be published in due course.
Image attributed to The Blue Diamond Gallery