Abstract
Although feedback engagement is important for learning, students often do not engage with provided feedback to inform future assignments. One factor for low feedback uptake is the easy access to grades. Thus, systematically delaying the grade release in favor of providing feedback first— temporary mark withholding—may increase students’ engagement with feedback. We tested the hypothesis that temporary mark withholding would have positive effects on (a) future academic performance (Experiments 1 and 2) and (b) feedback engagement (Experiment 2) in authentic psychology university settings. For Experiment 1, 116 Year 2 students were randomly assigned to either a Grade-before-feedback or Feedback-before-grade condition for their report in semester 1 and performance was measured on a similar assessment in semester 2. In Experiment 2, a Year 3 student cohort ( t) was provided with feedback on their lab report before marks were released in semester 1 (mark withholding group, N = 97) and compared to the previous Year 3 cohort ( t-1) where individual feedback and grades were released simultaneously (historical control group, N = 90). Using this multi-methodological approach, we reveal positive effects of temporary mark withholding on future academic performance and students’ feedback engagement in authentic higher education settings. Practical implications are discussed.
Highlights
Feedback engagement is important for learning, students often do not engage with provided feedback to inform future assignments
Using this multi-methodological approach, we reveal positive effects of temporary mark withholding on future academic performance and students’ feedback engagement in authentic higher education settings
While many studies attest to the benefit of feedback for learning, there seems to exist a discrepancy between feedback provision by instructors and feedback uptake by students (Handley et al, 2011; Pitt & Norton, 2017): In many cases, students do not engage with the feedback to inform future assignments—missing out on the opportunity to develop their skills
Summary
Feedback engagement is important for learning, students often do not engage with provided feedback to inform future assignments. Using this multi-methodological approach, we reveal positive effects of temporary mark withholding on future academic performance and students’ feedback engagement in authentic higher education settings. Mensink and King (2020) showed a decreased engagement with written feedback if grades can be accessed independently They used a learning analytics approach and analyzed the student log data recorded in the virtual learning environment to measure student interaction with the feedback across 32 pieces of assessment over 3 undergraduate years across 20 different degrees pathways. The majority of students (57%) welcomed mark withholding as an approach, not all student comments were positive towards mark withholding—with critical attitudes surrounding around uncertainty about obtained grades
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