Feedback is a key element of quality teaching, which both evaluates and supports student learning. The role of emotions in assessment and feedback is less well understood than cognitive and motivational components. However, emotion is just as important – a student’s willingness to engage with feedback is determined in part by its’ emotional impact. This chapter provides an overview of key developments in the area of university students’ emotions pertaining to feedback drawing on recent research from social psychology and education. Given that emotions and feedback are an under-explored area of research, the question of how understanding emotions can contribute to the scaling up of assessment for learning is problematised. Potential strategies for learners, teachers and faculty-student partnerships are discussed. Depth and sustainability are presently the most relevant dimensions of scaling up for emotions, assessment and feedback due in part to the psychological processes underpinning the self-management skills needed to regulate emotions.
|Title of host publication||Scaling up assessment for learning in higher education|
|Editors||David Carless, Susan M. Bridges, Cecilia Ka Yuk Chan, Rick Glofcheski|
|Place of Publication||Singapore|
|Publisher||Springer, Springer Nature|
|Number of pages||14|
|Publication status||Published - 2017|
|Name||The Enabling power of assessment|