Use of the 'Stop, Start, Continue' method is associated with the production of constructive qualitative feedback by students in higher education

Hoon, A.; Oliver, E.J.; Szpakowska, K.; Newton, P.

Abstract

Students in higher education are increasingly asked to give feedback on their education experience, reflecting an increase in the importance attached to that feedback. Existing literature demonstrates that qualitative student feedback is valued and important, yet there has been limited evaluation of the means by which qualitative student feedback is collected, and how collection method influences the depth of feedback from students. We evaluated the depth of feedback written by students on programmes at three different universities in the United Kingdom, using an established evaluation instrument. We found that the use of a structured pro forma (Stop, Start, Continue) was associated with feedback of greater depth than that produced using free text entry. We then evaluated the effect of switching from a free text to a structured pro forma at one institution and found, again, that the structured pro forma was associated with feedback of greater depth. In addition, students indicated a preference for the structured pro forma.

Citation

Hoon, A., Oliver, E., Szpakowska, K., & Newton, P. (2015). Use of the 'Stop, Start, Continue' method is associated with the production of constructive qualitative feedback by students in higher education. Assessment & Evaluation in Higher Education, 40(5), 755-767. https://doi.org/10.1080/02602938.2014.956282

• Journal Article Type: Article
• Publication Date: Jul 1, 2015
• Deposit Date: Oct 1, 2014
• Publicly Available Date: Mar 17, 2016
• Journal: Assessment & Evaluation in Higher Education
• Print ISSN: 0260-2938
• Electronic ISSN: 1469-297X
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 40
• Issue: 5
• Pages: 755-767
• DOI: https://doi.org/10.1080/02602938.2014.956282
• Keywords: Student feedback, Stop Start Continue, Pro forma, Student satisfaction.
• Public URL: https://durham-repository.worktribe.com/output/1420343