Student voice in assessment and feedback (2011–2022): a systematic review

Abstract

In recent years, there has been a growing body of research on student voice in the context of higher education, generating significant insights for pedagogical improvement. This systematic literature review aims to examine studies on student voice from 2011 to 2022, specifically those concerned with assessment and feedback in higher education. The review draws on 38 empirical studies and identifies the increasing use of mixed-methods designs in student voice research related to assessment and feedback. The analysis of these studies highlights that student voice research can improve students’ experiences, change teachers’ practices and inform university support concerning assessment and feedback. The review finds, however, that most studies were conducted in, or on students from, developed countries. It is necessary for researchers to engage students from different backgrounds to investigate their experiences of assessment and feedback. The results of the review also suggest that more longitudinal, mixed-methods studies should be conducted to generate further critical insights. Future research should regard students as partners in effective assessment and feedback practices, and a focus should be placed on students developing assessment and feedback literacy.

Keywords:

• Student voice
• assessment
• feedback
• higher education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Shuting (Alice) Sun

Shuting (Alice) Sun is a PhD candidate at the School of Education, University of New South Wales (UNSW), Australia. Her research focuses on assessment and feedback practices, higher education, and international students’ educational experiences. She teaches commerce and accounting at UNSW and UNSW Global.

Xuesong (Andy) Gao

Xuesong (Andy) Gao is a Professor of Language and Literacy Education at the School of Education, University of New South Wales. His research interests include higher education, language education policy and language teacher education.

Bita Dwi Rahmani

Bita Dwi Rahmani is currently a PhD candidate at the School of Education, University of New South Wales, Australia. Her research focuses on teacher training and education, language assessment, and feedback practices. She has been working in University of Muhammadiyah Prof. DR. Hamka (Uhamka) in her home country, Jakarta, Indonesia.

Priyanka Bose

Priyanka Bose is a Phd candidate at the School of Education, University of New South Wales. Her research focuses on family language policy, migration and systematic reviews.

Chris Davison

Chris Davison is an Emeritus Professor of Language and Literacy Education at the School of Education, University of New South Wales. She is a specialist in language education and school-based assessment.