Students as Co-creators of an Online Assessment and Feedback Resource

Authors

Keywords:

Assessment, Feedback, Partnership, Co-creators, University

Abstract

The provision of high-quality assessment and feedback is integral to effective teaching and learning. However, it remains that students (certainly at university) are often least satisfied with assessment and feedback relative to other aspects of their experience. In the present study, we provide the first evaluation of a newly developed “Assessment Hub” (which included a range of innovative assessment and feedback resources): this was co-conceived and co-created by university students and their programme teams (i.e., university staff). An anonymous survey derived from a self-selective sample of undergraduate students revealed that the “Hub” was found to be clear and accessible, leading to a better understanding of assessment, marking criteria, and feedback, and supported student confidence towards completing assignments. Moreover, thematic analysis of open-ended survey responses identified three superordinate themes: Cognitive Benefits and Enhanced Understanding; Emotional Benefits: Raised Confidence and Reduced Anxiety; and Optimising the Range and Delivery of Resources. Taken together, the findings indicate that the “Hub” was successful in achieving its aims: to be a clear, supportive, and developmental assessment and feedback resource for students. Moreover, there would appear to be great benefit in involving students as partners/co-creators in the development and provision of assessment and feedback resources.

Author Biographies

Andrew Holliman, University College London

Andrew J. Holliman, is Associate Professor (Teaching) and Programme Co-Leader of the BSc Psychology with Education, at the UCL Institute of Education. He currently serves as Chair of the Psychology of Education Section at the British Psychological Society, and is recognized as a Chartered Psychologist, Science Council Chartered Scientist, Fellow of the British Psychological Society, and Senior Fellow of the Higher Education Academy. His research interests and expertise include the psychology of education, teaching and learning in higher education, and the development of children’s literacy. He has also edited international books on Educational Psychology, Education and New Technology, and Overcoming Adversity in Education

Aikaterini Nina Politimou, University College London

Aikaterini Nina Politimou, is a Lecturer (Teaching) and Year 2 co-Leader for the BSc Psychology with Education at the UCL Institute of Education. She completed her PhD in Developmental and Experimental Psychology at Middlesex University in 2018, and her expertise spans across the intersection between arts and developmental psychology and the application of psychological theories to education. She has extensive experience of teaching across undergraduate and postgraduate programs and with promoting effective teaching pedagogies and inclusive practices in higher education

Leshi Feng, University College London

Leshi Feng, is an alumnus of the BSc Psychology with Education programme at the UCL Institute of Education. She is currently a Master’s student of the MSc Education (Digital and Social Change) at the University of Oxford. Her research interests include the psychology of education and artificial intelligence in education (AIED). She has served as a Research Assistant at CUHK, exploring the relationship between functional brain connectivity and auditory category learning success. She has also worked as Research Assistant at NC State University, investigating the psychometric properties of instruments that measure collaborative affinity in the context of interprofessional education. Aside from her studies, she has continuously participated in volunteer teaching for children from disadvantaged backgrounds

Menglong Bao, University College London

Menglong Bao, is a BSc Psychology with Education student of the Class of 2024 at the UCL Institute of Education. As a student of the Psychology and Human Development Department, he is pursuing a career in clinical psychology, specialising in youth mental health. He is passionate about researching how parent-child relations affect child and adolescent wellbeing. He enjoys staff-student collaboration and is a three-year Course Representative and the undergraduate Faculty Representative of the IOE. He is dedicated to representing the voices of his peers and improving the education experiences of future cohorts

Tszyau Chiu, University College London

Tszyau Chiu, is an alumnus of the BSc Psychology with Education programme at the UCL Institute of Education. He has played active roles in student-staff co-production initiatives including various departmental ‘ChangeMakers’ research projects to improve undergraduate student experience in both academic settings and pastoral care. He is currently acting as a Development Lead of a digital ‘peer support’ training platform at the UCL Department of Psychology and Language Sciences. His areas of interest include mentorship and training, digital education development as well as minority group student experience.

Yuqing Yang, University College London

Yuqing Yang, is a Class of 2024 BSc Psychology with Education student at UCL Institute of Education, under the Department of Psychology and Human Development. His research interests include staff-student partnerships in higher education institutions and how artificial intelligence developments alter cyberbullying behaviours. He is also co-founder of the UCL Education Innovation and Edupreneurship Society, a student community with a vision to transform the UCL Institute of Education into a grassroots education innovation hub.

Nicola Abbott, University College London

Nicola Abbott, is Lecturer in Social Psychology and Programme Co-Leader of the BSc Psychology with Education, at UCL Institute of Education. After completing a BSc Psychology at the University of Kent, she continued her studies at the same institution, where she was awarded a Departmental Scholarship to pursue a PhD entitled “Young bystander intervention in an intergroup name-calling context: The role of intergroup contact and the Theory of Planned Behaviour.” Her research interests and expertise include bystander intervention in the context of school bullying with a particular interest in anti-bullying intervention and bullying that is biased-based (e.g., based on gender, race and ethnicity, country of origin, sexuality and disability etc)

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Published

03/13/2024

How to Cite

Holliman, A., Politimou, A. N., Feng, L., Bao, M., Chiu, T., Yang, Y., & Abbott, N. (2024). Students as Co-creators of an Online Assessment and Feedback Resource. The Journal of Educational Innovation, Partnership and Change, 9(1). Retrieved from https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1175

Issue

Vol. 9 No. 1 (2023): Co-producing knowledge and curricula as a method for fostering student engagement, inclusion and academic integrity

Section

Case Study

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Copyright (c) 2024 The Journal of Educational Innovation, Partnership and Change

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Copyright is held by the journal. The author has full permission to publish to their institutional repository. Articles are published under an Attribution-NonCommercial-NoDerivatives 4.0 International licence.