Despite attempts by higher education institutions to improve the quality of feedback on assessed work, dissatisfaction expressed by students remains visible. This article draws upon the preliminary findings of a Higher Education Academy Collaborative Research Project on assessment feedback within two large political science and international relations departments. It offers a critical review of current feedback practices and processes and identifies four key issues – negativity, transferability, intelligibility, and consistency – that require attention in order to deliver more effective assessment feedback. The article also suggests practical ways forward in addressing these issues, highlighting in particular the importance of both structure and timing in helping to produce high-quality feedback efficiently.
- dialogic learning