A comparison of student and staff perceptions and feelings about assessment and feedback using cartoon annotation

Evidence suggests that many higher education institutions have difficulty in managing student expectations around assessment and feedback, particularly on the clarity of criteria fairness outcomes. Because its importance students also strong emotions linked to process, as do those who teach them. This research sought explore how staff think feel about feedback implications for literacy. It adopted an interpretive methodology, using qualitative data from focus group interviews combined with innovative technique cartoon illustrations, which were annotated by participants. The results revealed wide range associated amongst both staff. Most negative. Students uncertain tasks set. a lack dialogue between staff, often actively avoiding it fear conflict. An underlying issue seemed be did not understand backroom processes roles related partly because obscure terminology such ‘moderation’ ‘unfair means’. points deficits literacy, but extent existing emotional labour literacy lens is inadequate itself we should consider role wider structures creating failures dialogue. annotation method was successful bringing out aspects cognitive experience assessment, including hidden assumptions.