ABSTRACT

Summative feedback provides individualised support for students in formal learning situations; however, numerous studies show that academic practice in summative feedback is highly uneven, that the purposes are poorly understood and that the provision of developmental feedback is often subsidiary to the justification of the assessment decisions. This study considers the nature of marker feedback on 105 pieces of summative work that were electronically submitted across 16 first degrees in sports at a UK University. The study explores the patterns of feedback practice and relates these to ideas of dialogic feedback, to the concept of Feedback Mark 2, and to feedback frameworks in the literature. The analysis shows that feedback practice is often monologistic, predominantly addressing the structure of student work and is characterised by the identification of deficiencies rather than the support of reflective learning. However, the study finds that the feedback on non-anonymised texts was more extensive and dialogic than that on anonymised texts. Overall, the study confirms that feedback practice is more aligned to transmissive approaches than to the empowerment of students through and identifies the implications for practice in post-compulsory education.

摘要

总结性反馈为处于正式学习环境中的学生提供个性化的支持；然而，大量研究表明，总结性反馈的学术实践高度不平衡，人们对目的的理解不多，提供发展性反馈通常是评估决策依据的补充。这项研究考虑了105项总结性工作中标记反馈的性质，这些工作通过电子方式提交给了英国大学16个体育运动一级学位。该研究探索了反馈实践的模式，并将其与对话反馈的思想，反馈标记2的概念以及文献中的反馈框架相关联。分析表明，反馈实践通常是独白的，主要解决学生工作的结构，其特点是识别不足而不是反思性学习的支持。但是，研究发现，与匿名文本相比，对非匿名文本的反馈更为广泛和对话。总体而言，该研究证实，反馈实践与传递方法相比，更符合通过赋予学生的能力，并确定了义务教育后实践对实践的影响。