Chapter 7 Conclusions and Recommendations
7.8 Future Study
There are a number of potential additional research directions which naturally flow from this thesis and its findings. Firstly, the context of this research has been confined to a set of case studies based in one department in one post-92 Higher Education institution. The natural progression would be to replicate the research with other Computer Science departments and then extend to other post-92 institutions and then draw comparisons. A further extension could be to carry out similar research in the pre-92 institutions and then draw further comparisons. Extending the case study range would provide a larger base from which to extrapolate conclusions. One conjecture is that the non-alignment of the findings of the research here and in the research literature arises from the overall course structure; essentially modules which all contribute to student knowledge about computer science, but
which address rather different subject matter and which are not necessarily hierarchically related. Investigating a wider set of Higher Education institutions would also provide a wider range of pedagogic approaches and academic experiences.
Secondly it would be useful to extend the case study by increasing the range of disciplines included in the research. This would allow for comparisons between disciplines and would potentially allow for investigation of the discipline on different pedagogic approaches to formative assessment and formative feedback.
Thirdly, evidence from this study suggested that students had difficulty in appreciating the value of subject based feedback because they were not clear where they would use the feedback in future modules. As discussed in the recommendations for HEIs there are questions about the value of feedforward, but it also raises questions around the modular structure of academic programmes. Further study in comparing the use of feedback on modular programmes with holistic or non-modular programmes would provide a further evidence set on the impact of feedforward.
Fourthly, the use of technology in education to aid in the provision of feedback could be introduced into the research design. Technology has purposefully been excluded from this thesis in order to allow examination of the fundamental principles associated with formative assessment and formative feedback, but there is no escaping the potential opportunity in terms of efficiency that may be afforded by the use of technology. For example an investigation into ways to personalise feedback but without the stress of face to face interactions – possibly through the use of audio feedback (Rotherham 2009) or personalised ICT feedback.
Finally the view from other stakeholders in Higher Education is required. This would involve seeking the views of key people in management in Higher Education institutions as well as from colleagues in national bodies such as the Quality Assurance Agency and the Higher Education Funding Council for England (HEFCE). Significant changes in the provision of formative feedback require changes in academic workload expectations and workload management. It may well be the case that in order to implement change in the provision of feedback and address the student concerns raised in the National Student Surveys that the funding model is amended to provide workload opportunities for academics to give students the feedback they want.
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