The current understanding of student voice in assessment and feedback
By Eve Bracken-Ingram
At Student Voice, we take great interest in the large body of research relating to student voice in higher education. A systematic literature review by Sun et al. (2022) (Source) explores student voice relating to assessment and feedback. The study analysed 38 peer reviewed research papers from 2011 to 2022 to identify how student voice research is used to inform assessment and feedback within higher education, and the methodological characteristics of student voice studies. The selected studies came from multiple geographical locations and consider a range of disciplines within higher education.
Student voice research can be categorised as either qualitative, quantitative or mixed. Qualitative methods primarily used within student voice research, but there has been a recent increase in mixed method studies. This shift may be related to the prevailing view that students should be active partners within research, rather than taking the role of research subject (Cook-Sather, 2018). Data was typically collected via surveys, focus groups and individual interviews. However, other methods such as observations, documents and reflective journals were also utilised in student voice research. This demonstrates the broad range of research methods used. A varied use of research and data collection methods allows for an extensive understanding of student perspective of assessment and feedback.
Research on student voice in assessment and feedback focused on three areas:
- Student experience and satisfaction
- Teaching, assessment, and feedback practice
- University environment and support
Student voice contributes greatly to the student experience. Students who participate in voice report to have more confidence, greater motivation, and increased agency. These factors increase student satisfaction within higher education. Additionally, students develop skills in critical thinking and articulation which allow them to excel throughout their education and to thrive in future work environments (Zhou, Zheng, and Tai, 2020).
Student voice provides teachers with invaluable information with which to improve their teaching methods. In order to increase performance and satisfaction, teachers should use a range of strategies to tailor their methods in response to student perspective. Studies suggested that student voice is essential for the development of successful assessments. For example, several studies indicate that students prefer, and perform better, when they are assessed frequently via shorter tasks. Additionally, studies indicate that frequent, detailed feedback would improve their learning and confidence. By applying this insight to their assessment practices, teachers could improve student satisfaction and performance, and effectiveness of assessment.
Many studies focused on how student voice could be used to improve university support services. Student voice provides vital insight into how higher education institutions can create supportive learning environments for all students. For example, student voice has revealed that international students often struggle with assessment. Universities could respond to this feedback by creating support services such as assessment proof reading for international students. Actions such as this would promote inclusivity and equity, and aid learning within higher education.
There are several limitations with the current research on student voice in assessment and feedback. A very limited number of studies involved international students. Therefore, current understanding of student voice does not accurately represent the perspectives of marginalised students. Future research much ensure that diverse voices are captured to promote equity within assessment research practices. A further limitation is the lack of studies involving dual degree program students. Different disciplines have distinct mindsets and expectations and therefore discipline type provides essential context for student perspective. Research including dual-discipline students would offer a unique perspective on assessment and feedback in higher education. An additional limitation of existing student voice in assessment and feedback studies is their cross-sectional design. In order to obtain insight into the lasting effects of student voice, studies should be carried out across a longer timeframe. Without continued study, it is difficult to determine the true effect of any adjustments made in response to student voice.
FAQ
Q: How are the findings from student voice research, particularly in text analysis of feedback and assessments, integrated into the curriculum and teaching strategies in real-time?
A: The findings from student voice research, especially those gleaned through text analysis of feedback and assessments, are integrated into the curriculum and teaching strategies through a dynamic and iterative process. This involves collecting student feedback through various means, such as surveys, focus groups, and direct assessments. The text analysis of this feedback helps educators identify key themes, concerns, and suggestions from students. Teachers and curriculum developers then use these insights to make informed decisions about immediate and long-term changes to teaching methods, assessment formats, and curriculum design. This process ensures that the student voice directly influences educational practices, making them more relevant and responsive to student needs. Real-time adjustments might include modifying assessment tasks, introducing new teaching materials, or changing classroom interaction patterns to better align with student feedback.
Q: What role does advanced technology, such as AI and machine learning, play in analysing student voice data, especially in large datasets from surveys, focus groups, and interviews?
A: Advanced technology, including AI and machine learning, plays a crucial role in analysing student voice data, especially when dealing with large datasets from surveys, focus groups, and interviews. These technologies can process vast amounts of text data efficiently, identifying patterns, trends, and sentiments that might not be immediately apparent to human analysts. By using natural language processing (NLP) techniques, AI systems can categorise feedback, quantify sentiment, and highlight recurring themes or concerns raised by students. This allows educational institutions to gain deeper insights into student experiences and preferences, facilitating more nuanced and effective responses to student needs. Moreover, AI and machine learning can help in tracking changes in student sentiment over time, enabling educators to assess the impact of changes made in response to student voice and adjust strategies accordingly.
Q: How do institutions ensure the inclusion and representation of diverse student voices, especially from marginalised or underrepresented groups, in their student voice initiatives?
A: Institutions ensure the inclusion and representation of diverse student voices, particularly those from marginalised or underrepresented groups, by actively seeking out and facilitating the participation of these students in student voice initiatives. This can involve creating safe and accessible platforms for all students to share their experiences and feedback, such as anonymous surveys, dedicated focus groups, and forums that cater to diverse student populations. Institutions may also employ targeted outreach efforts to encourage participation from students who might not typically engage with standard feedback mechanisms. Ensuring that the student body is aware of the importance of their voice and the impact it can have on educational practices is crucial. Furthermore, by applying text analysis and other data analysis techniques to the feedback collected, institutions can identify and address specific issues that affect marginalised or underrepresented groups, thereby promoting equity and inclusivity in the educational environment. Continuous monitoring and adjustment of the strategies used to collect and act on student voice are essential to maintain the inclusiveness and effectiveness of these initiatives.
References
[Source] Shuting (Alice) Sun, Xuesong (Andy) Gao, Bita Dwi Rahmani, Priyanka Bose & Chris Davison (2022). Student voice in assessment and feedback (2011–2022): a systematic review. Assessment & Evaluation in Higher Education
DOI: 10.1080/02602938.2022.2156478
[1] Cook-Sather, A. (2018). Tracing the Evolution of Student Voice in Educational Research. In: Bourke, R., Loveridge, J. (eds) Radical Collegiality through Student Voice. Springer, Singapore.
DOI: 10.1007/978-981-13-1858-0_2
[2] Zhou, J., Zheng, Y., and Tai, J. H.-M. (2020). “Grudges and Gratitude: The Social-Affective Impacts of Peer Assessment.” Assessment & Evaluation in Higher Education, 45(3), 345–358.
DOI: 10.1080/02602938.2019.1643449
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