Title: Standardising Student Feedback to Enhance Assessment in an Open Distance Learning Context
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Oral Presentation
Authors:
Mirriam Lephalala, University of South Africa, South Africa
Abstract:
One of the key challenges ODL Higher Education institutions in South Africa are required to address is improving the quality of teaching practices to promote student access and success. Aggravating the situation, are the diverse and large student population, the use of English as the dominant language of teaching and learning, and inflexible assessment practices. The significant drop-out and failure rates at undergraduate level, attest to the negative impact these practices can have on student success at first year level, in particular. Thus, teaching teams need to develop innovative practices that model and promote equity and inclusion at the module level. Drawing on the social constructivist theory, this paper reports on a qualitative study that examined how standardising student feedback can contribute to enhancing quality, and in turn, equity and inclusion as one of the ways of improving student success in a first-year English module. The findings reveal that to enhance quality teaching practices that promote equity and inclusion in ODeL requires that various stakeholders at module level should collaborate. As shown in this study, standardising student feedback provides an important mechanism for developing quality teaching practices. Of importance, is that some of the well-established ways of thinking about student feedback in ODeL, challenge lecturers and external markers, to reflect on their own practice and how equity and inclusion can be fostered.
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