Jennifer Hill|Harry West
Improving the student learning experience through dialogic feed-forward assessment
University of the West of England|University of the West of England
assessment feedback teachers gains consistently low satisfaction scores national surveys student satisfaction concern surrounding timeliness quality effectiveness equally heightened interest responsibility learners engaging feedback student assessment literacy might increased present results fiveyear longitudinal mixed methods enquiry thematically analysing semistructured interviews focus groups undergraduate students experienced dialogic feedforward course british university use inferential statistics compare performance pre postassessment intervention assessment consisted submitting draft coursework essay discussed evaluated facetoface course teacher selfreflective piece written assessment process final essay submitted summative grading evidence process asserted positive influence student learning experience number interrelated cognitive affective ways impacting positively upon learning behaviour supporting student achievement raising student satisfaction feedback advocate cyclic iterative approach dialogic feedforward facilitates learners longitudinal development programme teams offer systematic opportunities across curricula students understand rationale develop feedback literacy