Assessments create lots of data. This provides an opportunity for students to learn after their assessments.
There has been little work on student engagement with feedback following summative assessment. We therefore performed a study to explore how students would engage with web-based feedback after a summative assessment.
As our first study was unable to explain why learners may, or may not, engage with feedback in the context of summative assessment, our next study therefore employed in-depth interviews to explore the individual barriers to feedback receptivity.
Our next study therefore sought to understand the factors within medical school assessment systems which influenced feedback receptivity in more detail.
The results from this study provides us with some potential solutions to consider when redesigning assessment systems.