Surfacing the complexity of students’ experiences of assessment and feedback processes using a rich picture approach

References

• Ajjawi, R., and D. Boud. 2017. “Researching Feedback Dialogue: An Interactional Analysis Approach.” Assessment & Evaluation in Higher Education 42 (2): 252–265. https://doi.org/10.1080/02602938.2015.1102863.
   Web of Science ®Google Scholar
• Ali, N., L. Ahmed, and S. Rose. 2018. “Identifying Predictors of students’ Perception of and Engagement with Assessment Feedback.” Active Learning in Higher Education 19 (3): 239–251. https://doi.org/10.1177/1469787417735609.
   Web of Science ®Google Scholar
• Bearman, M., and E. Molloy. 2017. “Intellectual Streaking: The Value of Teachers Exposing Minds (And Hearts).” Medical Teacher 39 (12): 1284–1285. https://doi.org/10.1080/0142159X.2017.1308475.
   PubMed Web of Science ®Google Scholar
• Beaumont, C., M. O’Doherty, and L. Shannon. 2011. “Reconceptualising Assessment Feedback: A Key to Improving Student Learning?” Studies in Higher Education 36 (6): 671–687. https://doi.org/10.1080/03075071003731135.
   Web of Science ®Google Scholar
• Bell, S., T. Berg, and S. Morse. 2016. Rich pictures: Encouraging resilient communities. Routledge. https://doi.org/10.4324/9781315708393.
   Google Scholar
• Bell, S., T. Berg, and S. Morse. 2019. “Towards an Understanding of Rich Picture Interpretation.” Systemic Practice and Action Research 32 (6): 601–614. https://doi.org/10.1007/s11213-018-9476-5.
   Web of Science ®Google Scholar
• Berg, T., T. Bowen, C. Smith, and S. Smith. 2017. “Visualising the Future: Surfacing Student Perspectives on Post-Graduation Prospects Using Rich Pictures.” Higher Education Research & Development 36 (7): 1339–1354. https://doi.org/10.1080/07294360.2017.1325855.
   Web of Science ®Google Scholar
• Berg, T., and R. Pooley. 2013. “Contemporary Iconography for Rich Picture Construction.” Systems Research and Behavioral Science 30 (1): 31–42. https://doi.org/10.1002/sres.2121.
   Web of Science ®Google Scholar
• Boud, D. 2010. Assessment 2020: Seven Propositions for Assessment Reform in Higher Education. Sydney, Australia: Australian Learning and Teaching Council.
   Google Scholar
• Bourne, J., and N. E. Winstone. 2021. “Empowering students’ Voices: The Use of Activity-Oriented Focus Groups in Higher Education Research.” International Journal of Research & Method in Education 44 (4): 352–365. https://doi.org/10.1080/1743727X.2020.1777964.
   Web of Science ®Google Scholar
• Carless, D., and D. Boud. 2018. “The Development of Student Feedback Literacy: Enabling Uptake of Feedback.” Assessment & Evaluation in Higher Education 43 (8): 1315–1325. https://doi.org/10.1080/02602938.2018.1463354.
   Web of Science ®Google Scholar
• Chalmers, C., E. Mowat, and M. Chapman. 2018. “Marking and Providing Feedback Face-To-Face: Staff and Student Perspectives.” Active Learning in Higher Education 19 (1): 35–45. https://doi.org/10.1177/1469787417721363.
   Web of Science ®Google Scholar
• Chong, S. W. 2021. “Reconsidering Student Feedback Literacy from an Ecological Perspective.” Assessment & Evaluation in Higher Education 46 (1): 92–104. https://doi.org/10.1080/02602938.2020.1730765.
   Web of Science ®Google Scholar
• Cristancho, S. 2015. “Eye Opener: Exploring Complexity Using Rich Pictures.” Perspectives on Medical Education 4 (3): 138–141. https://doi.org/10.1007/s40037-015-0187-7.
   PubMed Web of Science ®Google Scholar
• Cristancho, S. M., and E. Helmich. 2019. “Rich Pictures: A Companion Method for Qualitative Research in Medical Education.” Medical Education 53 (9): 916–924. https://doi.org/10.1111/medu.13890.
   PubMed Web of Science ®Google Scholar
• Deeley, S. J., M. Fischbacher-Smith, D. Karadzhov, and E. Koristashevskaya. 2019. “Exploring the ‘Wicked’ Problem of Student Dissatisfaction with Assessment and Feedback in Higher Education.” Higher Education Pedagogies 4 (1): 385–405. https://doi.org/10.1080/23752696.2019.1644659.
   Web of Science ®Google Scholar
• Esterhazy, R. 2018. “What Matters for Productive Feedback? Disciplinary Practices and Their Relational Dynamics.” Assessment & Evaluation in Higher Education 43 (8): 1302–1314. https://doi.org/10.1080/02602938.2018.1463353.
   Web of Science ®Google Scholar
• Gisby, A., C. Ross, J. Francis-Smythe, and K. Anderson. 2023. “The ‘Rich Pictures’ Method: Its Use and Value, and the Implications for HRD Research and Practice.” Human Resource Development Review 22 (2): 204–228. https://doi.org/10.1177/15344843221148044.
   Web of Science ®Google Scholar
• Gravett, K. 2022. “Feedback Literacies as Sociomaterial Practice.” Critical Studies in Education 63 (2): 261–274. https://doi.org/10.1080/17508487.2020.1747099.
   Web of Science ®Google Scholar
• Gravett, K., and D. Carless. 2024. “Feedback Literacy-As-Event: Relationality, Space and Temporality in Feedback Encounters.” Assessment & Evaluation in Higher Education 49 (2): 142–153. https://doi.org/10.1080/02602938.2023.2189162.
   Web of Science ®Google Scholar
• Gravett, K., I. M. Kinchin, N. E. Winstone, K. Balloo, M. Heron, A. Hosein, S. Lygo-Baker, and E. Medland. 2020. “The Development of academics’ Feedback Literacy: Experiences of Learning from Critical Feedback via Scholarly Peer Review.” Assessment & Evaluation in Higher Education 45 (5): 651–665. https://doi.org/10.1080/02602938.2019.1686749.
   Web of Science ®Google Scholar
• Gravett, K., C. A. Taylor, and N. Fairchild. 2024. “Pedagogies of Mattering: Re-Conceptualising Relational Pedagogies in Higher Education.” Teaching in Higher Education 29 (2): 388–403. https://doi.org/10.1080/13562517.2021.1989580.
   Google Scholar
• Gravett, K., and N. E. Winstone. 2019. “‘Feedback interpreters’: The Role of Learning Development Professionals in Facilitating University students’ Engagement with Feedback.” Teaching in Higher Education 24 (6): 723–738. https://doi.org/10.1080/13562517.2018.1498076.
   Web of Science ®Google Scholar
• Gravett, K., and N. E. Winstone. 2022. “Making Connections: Authenticity and Alienation within students’ Relationships in Higher Education.” Higher Education Research & Development 41 (2): 360–374. https://doi.org/10.1080/07294360.2020.1842335.
   Web of Science ®Google Scholar
• Green, S. 2019. “What Students don’t Make of Feedback in Higher Education: An Illustrative Study.” Journal of English for Academic Purposes 38:83–94. https://doi.org/10.1016/j.jeap.2019.01.010.
   Web of Science ®Google Scholar
• Harman, K., and L. McDowell. 2011. “Assessment Talk in Design: The Multiple Purposes of Assessment in HE.” Teaching in Higher Education 16 (1): 41–52. https://doi.org/10.1080/13562517.2010.507309.
   Web of Science ®Google Scholar
• Jones, E., M. Priestley, L. Brewster, S. J. Wilbraham, G. Hughes, and L. Spanner. 2021. “Student Wellbeing and Assessment in Higher Education: The Balancing Act.” Assessment & Evaluation in Higher Education 46 (3): 438–450. https://doi.org/10.1080/02602938.2020.1782344.
   Web of Science ®Google Scholar
• Jørgensen, B. M. 2019. “Investigating Non-Engagement with Feedback in Higher Education as a Social Practice.” Assessment & Evaluation in Higher Education 44 (4): 623–635. https://doi.org/10.1080/02602938.2018.1525691.
   Web of Science ®Google Scholar
• Joughin, G., D. Boud, P. Dawson, and J. Tai. 2021. “What Can Higher Education Learn from Feedback Seeking Behaviour in Organisations? Implications for Feedback Literacy.” Assessment & Evaluation in Higher Education 46 (1): 80–91. https://doi.org/10.1080/02602938.2020.1733491.
   Web of Science ®Google Scholar
• MacKay, J. R. D., K. Hughes, H. Marzetti, N. Lent, and S. M. Rhind. 2019. “Using National Student Survey (NSS) Qualitative Data and Social Identity Theory to Explore students’ Experiences of Assessment and Feedback.” Higher Education Pedagogies 4 (1): 315–330. https://doi.org/10.1080/23752696.2019.1601500.
   Web of Science ®Google Scholar
• Molloy, E., C. Noble, and R. Ajjawi. 2019. “Attending to Emotion in Feedback.” In The Impact of Feedback in Higher Education, edited by M. Henderson, R. Ajjawi, D. Boud, and E. Molloy, 83–105. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-25112-3_6.
   Google Scholar
• Nieminen, J. H., J. Tai, D. Boud, and M. Henderson. 2022. “Student Agency in Feedback: Beyond the Individual.” Assessment & Evaluation in Higher Education 47 (1): 95–108. https://doi.org/10.1080/02602938.2021.1887080.
   Web of Science ®Google Scholar
• Noble, C., S. Billett, L. Armit, L. Collier, J. Hilder, C. Sly, and E. Molloy. 2020. ““It’s Yours to take”: Generating Learner Feedback Literacy in the Workplace.” Advances in Health Sciences Education 25 (1): 55–74. https://doi.org/10.1007/s10459-019-09905-5.
   PubMed Web of Science ®Google Scholar
• Ossenberg, C., A. Henderson, and M. Mitchell. 2019. “What Attributes Guide Best Practice for Effective Feedback? A Scoping Review.” Advances in Health Sciences Education 24 (2): 383–401. https://doi.org/10.1007/s10459-018-9854-x.
   PubMed Web of Science ®Google Scholar
• Pitt, E., and L. Norton. 2017. “‘Now that’s the Feedback I want!’ Students’ Reactions to Feedback on Graded Work and What They Do with it.” Assessment & Evaluation in Higher Education 42 (4): 499–516. https://doi.org/10.1080/02602938.2016.1142500.
   Web of Science ®Google Scholar
• Quinlan, K. M., and E. Pitt. 2021. “Towards Signature Assessment and Feedback Practices: A Taxonomy of Discipline-Specific Elements of Assessment for Learning.” Assessment in Education Principles, Policy & Practice 28 (2): 191–207. https://doi.org/10.1080/0969594X.2021.1930447.
   Web of Science ®Google Scholar
• Rees, C. E., C. Davis, O. A. King, A. Clemans, P. E. S. Crampton, N. Jacobs, T. McKeown, J. Morphet, and K. Seear. 2020. “Power and Resistance in Feedback During Work-Integrated Learning: Contesting Traditional Student-Supervisor Asymmetries.” Assessment & Evaluation in Higher Education 45 (8): 1136–1154. https://doi.org/10.1080/02602938.2019.1704682.
   Web of Science ®Google Scholar
• Ryan, T., and M. Henderson. 2018. “Feeling Feedback: Students’ Emotional Responses to Educator Feedback.” Assessment & Evaluation in Higher Education 43 (6): 880–892. https://doi.org/10.1080/02602938.2017.1416456.
   Web of Science ®Google Scholar
• Sambell, K. 2016. “Assessment and Feedback in Higher Education: Considerable Room for Improvement?” Student Engagement in Higher Education 1 (1): 1–14.
   Google Scholar
• Small, F., and K. Attree. 2016. “Undergraduate Student Responses to Feedback: Expectations and Experiences.” Studies in Higher Education 41 (11): 2078–2094. https://doi.org/10.1080/03075079.2015.1007944.
   Web of Science ®Google Scholar
• Smith, B., and K. R. McGannon. 2018. “Developing Rigor in Qualitative Research: Problems and Opportunities within Sport and Exercise Psychology.” International Review of Sport and Exercise Psychology 11 (1): 101–121. https://doi.org/10.1080/1750984X.2017.1317357.
   Web of Science ®Google Scholar
• Tai, J., P. Dawson, M. Bearman, and R. Ajjawi. 2019. “Beware the Simple Impact Measure: Learning from the Parallels with Student Engagement.” In The Impact of Feedback in Higher Education: Improving Assessment Outcomes for Learners, edited by M. Henderson, R. Ajjawi, D. Boud, and E. Molloy, 37–50. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-25112-3_3.
   Google Scholar
• Van der Kleij, F. M., and A. A. Lipnevich. 2021. “Student Perceptions of Assessment Feedback: A Critical Scoping Review and Call for Research.” Educational Assessment, Evaluation and Accountability 33 (2): 345–373. https://doi.org/10.1007/s11092-020-09331-x.
   Web of Science ®Google Scholar
• Watermeyer, R., T. Crick, C. Knight, and J. Goodall. 2021. “COVID-19 and Digital Disruption in UK Universities: Afflictions and Affordances of Emergency Online Migration.” Higher Education 81 (3): 623–641. https://doi.org/10.1007/s10734-020-00561-y.
   PubMed Web of Science ®Google Scholar
• Winstone, N. E., K. Balloo, and D. Carless. 2022. “Discipline-Specific Feedback Literacies: A Framework for Curriculum Design.” Higher Education 83 (1): 57–77. https://doi.org/10.1007/s10734-020-00632-0.
   Web of Science ®Google Scholar
• Winstone, N. E., and D. Boud. 2022. “The Need to Disentangle Assessment and Feedback in Higher Education.” Studies in Higher Education 47 (3): 656–667. https://doi.org/10.1080/03075079.2020.1779687.
   Web of Science ®Google Scholar
• Winstone, N. E., R. A. Nash, M. Parker, and J. Rowntree. 2017. “Supporting learners’ Agentic Engagement with Feedback: A Systematic Review and a Taxonomy of Recipience Processes.” Educational Psychologist 52 (1): 17–37. https://doi.org/10.1080/00461520.2016.1207538.
   Web of Science ®Google Scholar
• Winstone, N. E., R. A. Nash, J. Rowntree, and R. Menezes. 2016. “What Do Students Want Most from Written Feedback Information? Distinguishing Necessities from Luxuries Using a Budgeting Methodology.” Assessment & Evaluation in Higher Education 41 (8): 1237–1253. https://doi.org/10.1080/02602938.2015.1075956.
   Web of Science ®Google Scholar