Understanding the processes, practices and influences of calibration on feedback literacy in higher education marking: A qualitative study.

Middleton, R; Lewer, K; Antoniou, C; Pratt, H; Bowdler, S; Jans, C; Rolls, K

Understanding the processes, practices and influences of calibration on feedback literacy in higher education marking: A qualitative study.

Middleton, R Lewer, K Antoniou, C

Pratt, H Bowdler, S Jans, C Rolls, K

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Publisher:: CHURCHILL LIVINGSTONE
Publication Type:: Journal Article
Citation:: Nurse Educ Today, 2024, 135, pp. 106106
Issue Date:: 2024-04

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Field	Value	Language
dc.contributor.author	Middleton, R
dc.contributor.author	Lewer, K
dc.contributor.author	Antoniou, C https://orcid.org/0000-0003-4160-898X
dc.contributor.author	Pratt, H
dc.contributor.author	Bowdler, S
dc.contributor.author	Jans, C
dc.contributor.author	Rolls, K
dc.date.accessioned	2024-10-21T04:12:11Z
dc.date.available	2024-01-18
dc.date.available	2024-10-21T04:12:11Z
dc.date.issued	2024-04
dc.identifier.citation	Nurse Educ Today, 2024, 135, pp. 106106
dc.identifier.issn	0260-6917
dc.identifier.issn	1532-2793
dc.identifier.uri	http://hdl.handle.net/10453/181501
dc.description.abstract	BACKGROUND: In the University setting, striving for consistency and reliability of assessment evaluation is essential to reducing the impact of marking variations. Marking processes such as consensus calibration have the potential to reduce issues which arise from the influence of markers professional knowledge and experience, as well as fixed and acquired marking habits. Furthermore, the influence of marker feedback which supports learning development is associated with the feedback literacy of both the teacher and the student. A gap is currently present in the literature as these practices are not discussed together. OBJECTIVES: To explore how nursing academics perceive and understand calibration practices and associated feedback literacy. DESIGN: Theoretical underpinnings in participatory and person-centred research methodology supported the critical ontological perspective of this study where the intent of the research was to explore the reality that exists within the context where the research was conducted. SETTING: A single School of Nursing in an Australian University with six campuses spanning metropolitan, regional and rural sites. PARTICIPANTS: Nursing academics and casual tutors with various levels of experience in assessment marking and feedback. METHODS: Semi-structured group interviews that were analysed using reflexive thematic analysis. RESULTS: Four overarching themes were identified; rubrics, calibration, feedback and justice. CONCLUSION: Calibration improves staff cohesion, fosters better practices and consistency, and permits nuanced interpretation of assessments while maintaining uniformity. Enhanced feedback literacy that integrates principles of equity, justice, and learner-centeredness is required. Fundamentally calibration guides educators toward holistic approaches that foster consistency, equity, and thorough feedback practices.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	CHURCHILL LIVINGSTONE
dc.relation.ispartof	Nurse Educ Today
dc.relation.isbasedon	10.1016/j.nedt.2024.106106
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1110 Nursing, 1302 Curriculum and Pedagogy
dc.subject.classification	Nursing
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	4204 Midwifery
dc.subject.classification	4205 Nursing
dc.subject.mesh	Humans
dc.subject.mesh	Feedback
dc.subject.mesh	Literacy
dc.subject.mesh	Calibration
dc.subject.mesh	Reproducibility of Results
dc.subject.mesh	Australia
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Students, Nursing
dc.subject.mesh	Education, Nursing, Baccalaureate
dc.subject.mesh	Humans
dc.subject.mesh	Calibration
dc.subject.mesh	Reproducibility of Results
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Education, Nursing, Baccalaureate
dc.subject.mesh	Students, Nursing
dc.subject.mesh	Feedback
dc.subject.mesh	Australia
dc.subject.mesh	Literacy
dc.subject.mesh	Humans
dc.subject.mesh	Feedback
dc.subject.mesh	Literacy
dc.subject.mesh	Calibration
dc.subject.mesh	Reproducibility of Results
dc.subject.mesh	Australia
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Students, Nursing
dc.subject.mesh	Education, Nursing, Baccalaureate
dc.title	Understanding the processes, practices and influences of calibration on feedback literacy in higher education marking: A qualitative study.
dc.type	Journal Article
utslib.citation.volume	135
utslib.location.activity	Scotland
utslib.for	1110 Nursing
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
pubs.organisational-group	University of Technology Sydney/Faculty of Health/School of Nursing and Midwifery
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-10-21T04:12:08Z
pubs.publication-status	Published
pubs.volume	135

Abstract:

BACKGROUND: In the University setting, striving for consistency and reliability of assessment evaluation is essential to reducing the impact of marking variations. Marking processes such as consensus calibration have the potential to reduce issues which arise from the influence of markers professional knowledge and experience, as well as fixed and acquired marking habits. Furthermore, the influence of marker feedback which supports learning development is associated with the feedback literacy of both the teacher and the student. A gap is currently present in the literature as these practices are not discussed together. OBJECTIVES: To explore how nursing academics perceive and understand calibration practices and associated feedback literacy. DESIGN: Theoretical underpinnings in participatory and person-centred research methodology supported the critical ontological perspective of this study where the intent of the research was to explore the reality that exists within the context where the research was conducted. SETTING: A single School of Nursing in an Australian University with six campuses spanning metropolitan, regional and rural sites. PARTICIPANTS: Nursing academics and casual tutors with various levels of experience in assessment marking and feedback. METHODS: Semi-structured group interviews that were analysed using reflexive thematic analysis. RESULTS: Four overarching themes were identified; rubrics, calibration, feedback and justice. CONCLUSION: Calibration improves staff cohesion, fosters better practices and consistency, and permits nuanced interpretation of assessments while maintaining uniformity. Enhanced feedback literacy that integrates principles of equity, justice, and learner-centeredness is required. Fundamentally calibration guides educators toward holistic approaches that foster consistency, equity, and thorough feedback practices.

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http://hdl.handle.net/10453/181501