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Cohort feedback on exams
Wendy O'Neill
Introduction
Examinations are most commonly used at the end of a period of study, be it a module, level or programme. Examinations, and
the feedback that follows, is summative and generally focuses on telling students how they have done.
By its very nature the end point can be just that for students who may be anxious to move on to the next stage of development,
which could be another module or level, a vacation or the world of work.
Therefore, one might think it fair to assume that perhaps during these final stages of study the call by the student for feedback
on exam performance may not be as loud as at other times in their studies. However evidence from the National Union of Students
(NUS) suggests that this is not the case. The NUS Charter on Feedback and Assessment (2010) states that:
In the recent NUS/HSBC Student Experience Report, 90% of students say they would like feedback on exams, compared to only
12% who currently receive written comments and 9% who receive verbal feedback. Most courses rely on exams as the summative
assessment – it is important therefore that students receive feedback on these, especially in exams prior to finals.
In the literature on assessment and feedback in higher education there is nothing to separate exams as a means of assessment
from any other type of assessment in that students are likely to benefit from timely, informative and developmental feedback.
Kvale (2007, p.65) poses some considerations with relation to post exam cohort feedback in Rethinking assessment in higher education:
A common absence of feedback beyond a grade indicates a lack of reinforcement which may foster an attitude of futility of
learning, conveying to the students an understanding of learning as something which is merely done for passing exams and obtaining
good grades.
The revised NTU policy on assessment and feedback (Section 15,H) calls for feedback to be offered for all assessments. A quick and effective way of delivering feedback post
exams is the practice of cohort feedback which has benefits for both students and academics.
The remainder of this web page deals in the use of cohort feedback i.e. generic feedback for a whole group (cohort).
Cohort feedback on exams may include practices such as:
- email feedback to the cohort
- post-exam feedback and discussion session
- generic comment sheets returned with scripts
- audio or video feedback (for the cohort).
Benefits of cohort feedback for staff:
- It is quick – sometimes it can be prepared in advance of exams in the form of sample answers, or notes on "what you should
have included".
- It is efficient, particularly when delivered electronically (email or NOW) as it can be accessed when students are away from
the university.
- Cohort feedback by electronic means can also be tracked to ensure delivery and that it has been looked at.
- Whilst generic, and therefore often focussing on common misunderstandings, it can also be tailored to relate to the strengths
and weaknesses of a particular cohort.
- It can precede and therefore compliment further individualised feedback, allowing students to focus on their own feedback
requirements in one-to-one feedback.
Considerations
- Scheduling of post-exam cohort feedback sessions (particularly at the end of term) for students can be problematical as students
have other commitments to may be away from the university. For the same reasons attendance can never be ensured.
- Students may struggle to see the personal relevance of the feedback because it is general in nature. A recent paper by Orsmond
and Merry (2009) reported that some "non-high achieving" students were unable to relate to feedback comments to their work,
some seeking "the meaning behind the message" and others struggling to "translate comments into actions". See: Processing tutor feedback: a consideration of qualitative differences in learning outcomes for high achieving and non high
achieving Students.
How to deliver cohort feedback
Feedback to large practical classes and feedback on exams.
Two case studies from Janice Harland, Liverpool John Moores, detail a number of methods used to deliver and engage students
both with cohort feedback to large classes on assessments and exams. Examples include emailing of comment sheets and post
exam feedback sessions. Though not all examples refer to cohort feedback on exams, adaptations could be made.
NTU case studies
In this section there are links to some examples of cohort feedback practices within NTU which could be adapted to a post
exam context.
Key texts
There is very little written on the specific use of cohort feedback following exams, however, colleagues may find the more
general publication indicated below of interest:
- Boud, D. and Falchikov, N. (2007) Rethinking Assessment in Higher Education: Learning for the longer term. London: Routledge.
You may also find the following NTU guidance useful:
You may also be interested in: Cohort feedback case study (non exam).
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Nottingham Trent University
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