Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue

References

• Adams, J. K., Solís, P., & McKendry, J. (2014). The landscape of diversity in U.S. higher education geography. The Professional Geographer, 66(2), 183–194.
   Web of Science ®Google Scholar
• Bell, A. R., & Brooks, C. (2018). What makes students satisfied? A discussion and analysis of the UK’s national student survey. Journal of Further and Higher Education, 42(8), 1118–1142.
   Web of Science ®Google Scholar
• Bloxham, S. (2009). Marking and moderation in the UK: False assumptions and wasted resources. Assessment and Evaluation in Higher Education, 34(2), 209–220.
   Web of Science ®Google Scholar
• Bloxham, S., den-Outer, B., Hudson, J., & Price, M. (2016). Let’s stop the pretence of consistent marking: Exploring the multiple limitations of assessment criteria. Assessment and Evaluation in Higher Education, 41(3), 466–481.
   Web of Science ®Google Scholar
• Bonnett, A. (2008). What is geography? London: Sage.
   Google Scholar
• Bunce, L., Baird, A., & Jones, S. E. (2017). The student-as-consumer approach in higher education and its effects on academic performance. Studies in Higher Education, 42(11), 1958–1978.
   Web of Science ®Google Scholar
• Chalmers, C., Mowat, E., & Chapman, M. (2018). Marking and providing feedback face-to-face: Staff and student perspectives. Active Learning in Higher Education, 19(1), 35–45.
   Web of Science ®Google Scholar
• Cheng, J. H. S., & Marsh, H. W. (2010). National Student Survey: Are differences between universities and courses reliable and meaningful? Oxford Review of Education, 36(6), 693–712.
   Web of Science ®Google Scholar
• Crimmins, G., Nash, G., Oprescu, F., Liebergreen, M., Turley, J., Bond, R., & Dayton, J. (2016). A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships. Assessment and Evaluation in Higher Education, 41(1), 141–153.
   Web of Science ®Google Scholar
• Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2018). What makes for effective feedback: Staff and student perspectives. Assessment and Evaluation in Higher Education. in press. doi: 10.1080/02602938.2018.1467877.
   Web of Science ®Google Scholar
• Domosh, M. (2014, November 1). Geography and STEM. American Association of Geographers Newsletter. Retrieved from http://news.aag.org/2014/11/geography-and-stem/
   Google Scholar
• Francis, R. A. (2008). An investigation into the receptivity of undergraduate students to assessment empowerment. Assessment and Evaluation in Higher Education, 33(5), 547–557.
   Web of Science ®Google Scholar
• Gravett, K., & Kinchin, I. M. (2018). Referencing and empowerment: Exploring barriers to agency in the higher education student experience. Teaching in Higher Education, 1–14. in press, doi:10.1080/13562517.2018.1541883
   Web of Science ®Google Scholar
• Hardwick, S. W., Bean, L. L., Alexander, K. A., & Shelley, F. M. (2000). Gender vs. sex differences: Factors affecting performance in geographic education. Journal of Geography, 99(6), 238–244.
   Web of Science ®Google Scholar
• Harland, T., McLean, A., Wass, R., Miller, E., & Sim, K. N. (2015). An assessment arms race and its fallout: High-stakes grading and the case for slow scholarship. Assessment and Evaluation in Higher Education, 40(4), 528–541.
   Web of Science ®Google Scholar
• Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27(1), 53–64.
   Web of Science ®Google Scholar
• Holmes, N. (2015). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module. Assessment & Evaluation in Higher Education, 49(1), 1–14.
   Web of Science ®Google Scholar
• Kinchin, I. M., Alpay, E., Curtus, K., Franklin, J., Rivers, C., & Winstone, N. E. (2016). Charting the elements of pedagogic frailty. Educational Research, 58(1), 1–23.
   Web of Science ®Google Scholar
• Kinchin, I. M., & Francis, R. A. (2017). Mapping pedagogic frailty in geography education: A framed autoethnographic case study. Journal of Geography in Higher Education, 41(1), 56–74.
   Web of Science ®Google Scholar
• Molesworth, M., Scullion, R., & Nixon, E. (Eds). (2010). The marketisation of higher education and the student as consumer (pp. 247). London: Routledge.
   Google Scholar
• National Union of Students. (2015) Assessment and feedback benchmarking tool. Retrieved from https://www.nusconnect.org.uk/resources/assessment-and-feedback-benchmarking-tool
   Google Scholar
• Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
   Web of Science ®Google Scholar
• O’Connell, B., De Lange, P., Freeman, M., Hancock, P., Abraham, A., Howieson, B., & Watty, K. (2016). Does calibration reduce variability in the assessment of accounting learning outcomes? Assessment & Evaluation in Higher Education, 41(3), 331–349.
   Web of Science ®Google Scholar
• Office for Students. (2019). National Student Survey – NSS. Retrieved from https://www.officeforstudents.org.uk/advice-and-guidance/student-information-and-data/national-student-survey-nss/
   Google Scholar
• Price, M., Carroll, J., O’Donovan, B., & Rust, C. (2011). If I was going there I wouldn’t start from here: A critical commentary on current assessment practice. Assessment and Evaluation in Higher Education, 36(4), 479–492.
   Web of Science ®Google Scholar
• Quality Assurance Agency. (2014). QAA Subject Benchmark Statement: Geography. Retrieved from https://www.qaa.ac.uk/docs/qaa/subject-benchmark-statements/sbs-geography-14.pdf?sfvrsn=cb9ff781_14
   Google Scholar
• Read, B., Francis, B., & Robson, J. (2005). Gender, ‘bias’, assessment and feedback: Analyzing the written assessment of undergraduate history essays. Assessment and Evaluation in Higher Education, 30(3), 241–260.
   Google Scholar
• RGS-IBG. (2017). Closing the STEM skills gap. Retrieved from file:///C:/Users/stsb0456/Downloads/response_2017_STEMskills.pdf
   Google Scholar
• RGS-IBG. (2019). Geography excels in student survey. Retrieved from https://www.rgs.org/geography/news/geography-excels-in-student-survey/
   Google Scholar
• Russell Group. (2019). Russell Group. Retrieved from https://russellgroup.ac.uk/
   Google Scholar
• Sadler, D. R. (2013). Assuring academic achievement standards: From moderation to calibration. Assessment in Education: Principles, Policy & Practice, 20(1), 5–19.
   Google Scholar
• Spronken-Smith, R., Buissink-Smith, N., Bond, C., & Grigg, G. (2015). Graduates’ orientations to higher education and their retrospective experiences of teaching and learning. Teaching and Learning Inquiry: The ISSOTL Journal, 3(2), 55–70.
   Web of Science ®Google Scholar
• Tuck, J. (2012). Feedback-giving as social practice: Teachers’ perspectives on feedback as institutional requirement, work and dialogue. Teaching in Higher Education, 17(2), 209–221.
   Web of Science ®Google Scholar
• Vaughn, S., Schumm, J. S., & Sinagub, J. (1996). Focus group interviews in education and psychology (pp. 184). London: SAGE publications.
   Google Scholar
• Williams, J., & Kane, D. (2008). Exploring the national student survey: Assessment and feedback issues (pp. 80). York: The Higher Education Academy. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.547.4159&rep=rep1&type=pdf
   Google Scholar
• Yorke, M. (2011). Summative assessment: Dealing with the ‘measurement fallacy’. Studies in Higher Education, 36(3), 251–273.
   Web of Science ®Google Scholar