from monologue to dialogue improving written feedback.pdfVIP

Assessment Evaluation in Higher Education Vol. 35, No. 5, August 2010, 501–517 From monologue to dialogue: improving written feedback processes in mass higher education David Nicol* Centre for Academic Practice and Learning Enhancement (CAPLE), University of Strathclyde, Graham Hills Building, 50 George Street, Glasgow G1 1QE, Scotland Assessment Evaluation in Higher EducationProf. DavidNicol2010Taylor and FrancisTaylor Francisd.j.nicol@strath.ac.uk0260-2938 (print)/1469-297X (online)0000002010CAEH_A_479177.sgmOriginal Article35510.1080/02602931003786559 Student surveys across the world have highlighted that students are dissatisfied with the feedback they receive on their assignments and many institutions have been putting plans in place to address this issue. Much of this work has focused on improving the quality of written comments. This paper takes a different perspective. It argues that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue. Mass higher education is squeezing out dialogue with the result that written feedback, which is essentially a one-way communication, often has to carry almost all the burden of teacher–student interaction. The paper suggests ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff. It concludes with a conceptual discussion of the merits of taking a dialogical approach when designing feedback. Keywords: monologue; dialogue; written feedback; workload Introduction Providing written comments on students’ assignment