ENhancinG assessment marking among academics in nursinG EDucation (The ENGAGED study)

Abstract

Background: Quality feedback that is provided to university students is renowned as the most significant predictor of student satisfaction and learning. Nevertheless, provision of quality feedback to students can be challenging, particularly when universities increasingly rely upon sessional or casualized, and potentially inexperienced academic staff to assess undergraduate student work. In combination with a shift to blended learning, with most assessments marked online, ensuring that staff are suitably prepared to provide quality marking and feedback to students is essential if student learning and satisfaction goals are to be met.

Aim: The overall aim of this study was to identify and discuss effective grading practices within a Bachelor of Nursing program, leveraging the insights and experiences of nurse academics and students to optimise the quality of grading and feedback. Specifically, this study explored: (i) which practices constituted good grading; (ii) why these practices worked well; (iii) how these practices could be improved; and (iv) how these practices could become embedded as usual practice within a Bachelor of Nursing program, in a School of Nursing and Midwifery.

Methods: The ENGAGED study was underpinned by an Appreciative Inquiry (AI) approach which brought together nurse academics and students to identify their perceptions and experiences of good grading practices, and to collaboratively explore which practices could be built upon to promote quality grading and feedback.

Conclusion: This study has identified the experiences of marking from both staff and student perspectives and explored ‘what worked well’ in order to present recommendations that can improve assessment design, marking systems, and associated practices. Results suggest that nurse academics and students generally have positive perceptions of assessment and grading practices, with both groups noting the importance of clear and consistent communication and well-defined marking criteria and rubrics to ensure effective grading practices. Additionally, students viewed constructive feedback and consistency between markers as important aspects of quality grading. The tendency for permanent academics and unit coordinators to be less positive regarding grading compared to their sessional and non-coordinator counterparts suggests additional support might be beneficial.

Date of Thesis submission	2025
Original language	English
Awarding Institution	Western Sydney University
Supervisor	Paul Glew (Supervisor), Diana Jefferies (Supervisor) & Bronwyn Everett (Supervisor)