The effects of interim feedback on perceptions and outcomes of assessment in a first-year history course

Abstract

ABSTRACT Research on the first year of higher education (FYHE) has shown that students benefit from scaffolding to ease the transition to university. Constructively aligned assessment and feedback are integral to a scaffolded approach. Low-stakes interim assessments and feedback can reduce uncertainties around higher-stakes assessments and help students meet key learning outcomes. This small-scale study investigated the effects of one-on-one interim feedback conversations (FCs) with students in a first-year modern history course. Two datasets were used and compared. First, the students were surveyed about their perspectives on FCs after they took place. Second, analytics data provided insights into engagement and assessment performance across the cohort. Considering these datasets alongside each other suggests that FCs, though a popular and beneficial feedback mode, are unlikely to override other known success factors. However, the positive reception and apparent benefits of FCs make them a viable option for implementing interim feedback in the FYHE.