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Research-Based Strategies
Based on the Dialogic Feedback Cycle (Beaumont et al., 2011), the figure below suggests strategies teachers can use to include students in each step of the assessment process, from preparatory and in-task guidance to performance feedback.
Figure 3
Assessment strategies for each stage of the Feedback Cycle
Figure 3 suggest strategies teachers can incorporate into their instructional practice that include the student as an active participant in the assessment process.
Research underpinning the use of exemplars reminds teachers to use a variety of quality, from low, medium and high quality so that students can compare the similarities and difference between the different levels of competence (Chong, 2019).
Having students compare sources and generate self-feedback can complement and at times, replace teacher feedback, increasing students' assessment literacy and make "dialogic feedback more effecitve" (Nicol & Kishwah, 2024, p. 419).
Despite the numerous issues with summative grades, there are steps teachers can take to mitigate the negative impacts of grades and use formative and dialogic feedback to ensure students engage with feedback and use it to improve their learning. There is a complex tension between summative and formative assessment, and educators must be reminded that this tension “belies the common belief that grading is simply a technical act” (Olsen & Buchanan, 2019, p. 2028). Rather, its evaluative purpose should not override the most important goal of education: student learning and well-being.
Research Summary
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