Barriers to the Uptake and Use of Feedback in the Context of Summative Assessment

Autor/inn/en	Harrison, Christopher J.; Könings, Karen D.; Schuwirth, Lambert; Wass, Valerie; van der Vleuten, Cees
Titel	Barriers to the Uptake and Use of Feedback in the Context of Summative Assessment
Quelle	In: Advances in Health Sciences Education, 20 (2015) 1, S.229-245 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-014-9524-6
Schlagwörter	Summative Evaluation; Feedback (Response); Barriers; Students; Grounded Theory; Emotional Response; Interpersonal Relationship; Prior Learning; Academic Achievement; Expectation; Clinical Experience; Workplace Learning; Sociocultural Patterns + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Emotionales Verhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Vorkenntnisse; Schulleistung; Expectancy; Erwartung; Soziokulturelle Theorie
Abstract	Despite calls for feedback to be incorporated in all assessments, a dichotomy exists between formative and summative assessments. When feedback is provided in a summative context, it is not always used effectively by learners. In this study we explored the reasons for this. We conducted individual interviews with 17 students who had recently received web based feedback following a summative assessment. Constant comparative analysis was conducted for recurring themes. The summative assessment culture, with a focus on avoiding failure, was a dominant and negative influence on the use of feedback. Strong emotions were prevalent throughout the period of assessment and feedback, which reinforced the focus on the need to pass, rather than excel. These affective factors were heightened by interactions with others. The influence of prior learning experiences affected expectations about achievement and the need to use feedback. The summative assessment and subsequent feedback appeared disconnected from future clinical workplace learning. Socio-cultural influences and barriers to feedback need to be understood before attempting to provide feedback after all assessments. A move away from the summative assessment culture may be needed in order to maximise the learning potential of assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01