Student voice in assessment and feedback (2011–2022): a systematic review

Abstract

Abstract In recent years, there has been a growing body of research on student voice in the context of higher education, generating significant insights for pedagogical improvement. This systematic literature review aims to examine studies on student voice from 2011 to 2022, specifically those concerned with assessment and feedback in higher education. The review draws on 38 empirical studies and identifies the increasing use of mixed-methods designs in student voice research related to assessment and feedback. The analysis of these studies highlights that student voice research can improve students’ experiences, change teachers’ practices and inform university support concerning assessment and feedback. The review finds, however, that most studies were conducted in, or on students from, developed countries. It is necessary for researchers to engage students from different backgrounds to investigate their experiences of assessment and feedback. The results of the review also suggest that more longitudinal, mixed-methods studies should be conducted to generate further critical insights. Future research should regard students as partners in effective assessment and feedback practices, and a focus should be placed on students developing assessment and feedback literacy.