Assessment and feedback are fundamental aspects of student experience in higher education as a measure of progress and achievement, and a central tenant of learning and engagement. Assessment and feedback play a pivotal role in increasing student knowledge and understanding, developing key skills, and promoting motivation and academic advancement.

The ever-increasing number of international students in higher education, representing a significant percentage student body, necessitates focused consideration of their experience of assessment and feedback. The research-based paper provides evidence based on the investigation of international students, and presents their voices in relation to the lived experience of assessment and feedback. The research focussed on elements of student experiences with regard to assessment and feedback, addressing the following Research Questions:

RQ 1- What do students currently encounter in terms of assessment and feedback?

RQ 2- How can we evolve assessment and feedback strategies to enhance the experience for international students?

The research utilised an interpretivist paradigm, concentrating on the perspectives of the respondents to develop knowledge of their experience and interpretation of this. Unlike research paradigms which primarily aim to universalise results, interpretivist research focuses on understanding the viewpoints of participants within their specific settings. It acknowledges that these viewpoints and behaviours are dynamic, altering based on temporal and situational factors. This facilitates the contrasting of outcomes across different time frames or locales (Cohen et al., 2017). 

Higher Education needs to be ever responsive to technological innovation, pedagogical shifts, and the increasing diversity of the student body. The role of assessment and feedback within higher education remains central, acting as both a measure and a driver of student learning and engagement. Dr Katherine Hack, principal adviser in teaching and learning at the Higher Education Academy (HEA), stated that assessments and feedback are two of the most influential tools teachers have to direct and support learning (Advance HE, 2022). Indeed, assessment and feedback are an inherent and significant part of a student’s experience, and the prominence of this is captured annually in surveys such as the National Student Survey (NSS) for undergraduates (NSS) and the Postgraduate Taught Experience Survey (PTES). As such, continually re-evaluating and refining assessment and feedback, to align with the changing educational environment, is essential to keep practices contemporary and responsive to the student body and experience.

International students account for a notable percentage of postgraduate students across Higher Education Institutions (HEIs) worldwide, and represent a wide array of cultural and educational backgrounds. The difficulties for students needing to navigate an unfamiliar culture are well documented (Haider, 2018; Xie et al, 2019). Simultaneously, international students must also navigate new assessment and feedback practices as part of the transitional journey to Higher Education Institutions (HEIs), often in a different country. This presents a unique set of challenges, academic and cultural, adding an additional layer of complexity to an already nuanced landscape.

HEIs are faced with the task of ensuring that their assessment and feedback practices are inclusive and equitable catering to a diverse student body. The Quality Assurance Agency (QAA) began embedding equality, diversity, and inclusion (EDI) in its subject benchmarks in 2021, in the UK. This was part of a wider commitment to promoting EDI across HEIs, and to ensure that all students have an equal opportunity to succeed. This requires a continued commitment to academic rigour while adapting to the evolving needs and expectations of a diverse student body. This requirement can be applied globally, as HEIs seek to ensure that EDI is integrated within assessment and feedback. The paper seeks to investigate how this can be achieved. 

A mixed methods approach was utilised, and two research instruments were devised for the investigation: 1- Online questionnaire 2- Face to face focus groups An online questionnaire served as the initial tool for gathering qualitative data, with the aim of enabling a detailed examination of individual perspectives and an assessment of collective viewpoints within the sample (Clark et al., 2021). Countering the prevalent misconception that qualitative research lacks numerical components, Sandelowski (2001) argued that numeric data can play various roles affecting both the structure of the research and its ultimate categorisation. On this basis some numerical data was drawn upon to contextualise and inform the findings and analysis, and as an indicator of the respondent's experiences. The questionnaire consisted of both fixed-response and open-response items. Fixed-response questions enabled respondents to select options that best suited their specific circumstances, whereas open-response questions offered the opportunity for more detailed personal reflections. The specific questions were informed by preliminary dialogues with international students on postgraduate courses. The questions were aligned with the Research Questions, but also sought to identify and provide opportunities for respondents to include details of their lived experiences. 101 students, undertaking postgraduate study in three universities, responded to the detailed questionnaire, and the data was systematically analysed and key themes identified. Following on from the questionnaire, face-to-face focus groups were then undertaken to gather qualitative data, aimed at a nuanced exploration of individual viewpoints, as well as the aggregated opinions of the participants (Kamberelis and Dimitriadis, 2013). The framework for the focus groups included both pre-defined discussion themes and open-ended questions, allowing respondents to elaborate on their unique perspectives and experiences. Thematic analysis of the focus group transcripts was carried out. The themes were subsequently examined, and cross-referenced against pertinent statistical data and research based findings. The individual viewpoints, perceptions and experiences of the respondents are included in the paper, to ensure that their distinct 'voices' are captured and highlighted.

The research-based paper aims to contribute to a growing body of knowledge on assessment and feedback in Higher Education, with a specific focus on international students. Utilising a qualitative approach that incorporates data collected via questionnaire and focus group, the research provides a range of insights regarding how international students experience and perceive assessment and feedback during their postgraduate courses. The research contributes to academic discourse, and offers practical insights for HEIs and academics moving forwards in providing effective provision for an increasingly diverse and global student population. The research contributes to narrowing the research gap identified, and the need for a nuanced understanding of assessment and feedback practices in higher education settings for international students. By offering a multi-faceted view that considers transitional experiences, individual preferences and challenges, and emotional impacts, the research provides a richer, more complex understanding of assessment and feedback. It underscores the need for higher education institutions to adopt a more adaptive, personalised, and emotionally intelligent approach to enhance the student experience of assessment and feedback. The research adds depth and breadth to the existing literature by highlighting key considerations that need to be addressed when working with international students, and places the international student at the forefront. This provides a student voice and perspective that emphasises their particular needs, concerns and challenges. The research provides recommendations and a six phased template that could be utilised in the design and implementation of higher educational assessment and feedback provision for international students, across global HEIs.

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