Centre for the Study of Higher Education

About

Edd is the Programme Director for the Post Graduate Certificate in Higher Education and Senior Lecturer in Higher Education and Academic Practice at the University of Kent, UK. Edd has recently been collaborating with Academics in the UK and Australia. His principle research field is Assessment and Feedback with a particular focus upon student's emotional processing during feedback situations. His current research agenda is supported by a grant from the British Academy to explore UK undergraduate students’ experiences and use of Dialogic Feedback.

Current PhD Students

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Publications

Also view these in the Kent Academic Repository

Article
Pitt, E. and Quinlan, K. M. (2021) "Signature assessment and feedback practices in the disciplines", Assessment in Education: Principles, Policy and Practice. Taylor & Francis, pp. 97-100. doi: 10.1080/0969594X.2021.1930444.
Quinlan, K. M. and Pitt, E. (2021) "Towards signature assessment and feedback practices: a taxonomy of discipline-specific elements of assessment for learning", Assessment in Education: Principles, Policy and Practice. Taylor & Francis, pp. 191-207. doi: 10.1080/0969594X.2021.1930447.
Rovagnati, V., Pitt, E. and Winstone, N. (2021) "Feedback cultures, histories and literacies: international postgraduate students' experiences", Assessment & Evaluation in Higher Education. Taylor & Francis. doi: 10.1080/02602938.2021.1916431.
Winstone, N., Pitt, E. and Nash, R. (2020) "Educators' perceptions of responsibility-sharing in feedback processes", Assessment and Evaluation in Higher Education. Taylor & Francis. doi: 10.1080/02602938.2020.1748569.
Pitt, E., Bearman, M. and Esterhazy, R. (2019) "The Conundrum of Low Achievement and Feedback for Learning", Assessment and Evaluation in Higher Education. Taylor & Francis, pp. 239-250. doi: 10.1080/02602938.2019.1630363.
Pitt, E. and Winstone, N. (2018) "The Impact of Anonymous Marking on Students' Perceptions of Fairness, Feedback and Relationships with Lecturers", Assessment and Evaluation in Higher Education. Taylor & Francis, pp. 1183-1193. doi: 10.1080/02602938.2018.1437594.
Pitt, E. and Winstone, N. (2017) "Feedback is a two-way street. So why does the NSS only look one way?", Times Higher Education Supplement. TSL Education Ltd, p. 30. Available at: https://www.timeshighereducation.com/opinion/feedback-two-way-street-so-why-does-nss-only-look-one-way.
Pitt, E. and Norton, L. (2016) "'Now that's the feedback I want!' Students' reactions to feedback on graded work and what they do with it", Assessment and Evaluation in Higher Education. Taylor & Francis (Routledge), pp. 499-516. doi: 10.1080/02602938.2016.1142500.
Wakefield, C., Adie, J., Pitt, E. and Owens, T. (2014) "Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool", Assessment and Evaluation in Higher Education. Taylor & Francis, pp. 253-262. doi: 10.1080/02602938.2013.822845.
Buckley, C., Pitt, E., Norton, B. and Owens, T. (2010) "Students' approaches to study, conceptions of learning and judgements about the value of networked technologies", Active Learning in Higher Education. Sage, pp. 55-65. doi: 10.1177/1469787409355875.
Book section
Pitt, E. and Winstone, N. (2020) "Towards technology enhanced dialogic feedback", in Bearman, M., Dawson, P., Ajjawi, R., Tai, J., and Boud, D. (eds.) Re-imagining university assessment in a digital world. Cham, Switzerland: Springer, pp. 79-94.
Pitt, E. (2020) "Towards the Development of Student Feedback Literacy: Somewhere for Feedback to Land", in Baughan, P. (ed.) On your marks : learner-focused feedback practices and feedback literacy. London, UK: Advance HE, pp. 32-38.
Winstone, N. and Pitt, E. (2019) "How can you establish an appropriate rapport and respect in doctoral assessment?", in Denicolo, P., Duke, D., and Reeves, J. (eds.) Delivering Inspiring Doctoral Assessment. Sage, pp. 74-91. Available at: https://uk.sagepub.com/en-gb/eur/delivering-inspiring-doctoral-assessment/book263442.
Pitt, E. (2019) "Operationalising Dialogic Feedback to Develop Students' Evaluative Judgement and Enactment of Feedback.", in Henderson, M., Ajjawi, R., Boud, D., and Molloy, E. (eds.) The Impact of Feedback in Higher Education:Improving Assessment Outcomes for Learners. Palgrave Macmillan, pp. 129-146. doi: 10.1007/978-3-030-25112-3.
Pitt, E. (2019) "Developing Students Emotional Literacy in Assessment and Feedback", in Bryan, C. and Clegg, K. (eds.) Innovative Assessment in Higher Education: A Handbook for Academic Practitioners. Abingdon, UK: Routledge, pp. 121-128.
Pitt, E. (2017) "Drawing: a visual method as an expressive data collection technique", in watt, sal and Wakefield, C. (eds.) Teaching Visual Methods in the Social Sciences. Routledge. Available at: https://www.routledge.com/9781138101357.
Pitt, E. (2017) "Student Utilisation of Feedback: A Cyclical Model", in Scaling up assessment for learning in higher education. Singapore: Springer, pp. 145-158. doi: 10.1007/978-981-10-3045-1.
Harrington, K., Elander, J., Norton, L., Reddy, P. and Pitt, E. (2006) "A qualitative analysis of staff-student differences in understandings of assessment criteria.", in Rust, C. (ed.) Improving Student Learning Through Assessment. Oxford: Oxford, Oxford Centre for Staff and Learning Development, pp. 235-247.
Harrington, K., Norton, L., Elander, J., Lusher, J., Aiyegbayo, O., Pitt, E., Robinson, H. and Reddy, P. (2006) "Using core assessment criteria to improve essay writing", in Bryan, C. and Clegg, K. (eds.) Innovative Assessment in Higher Education. Oxon: Routledge, pp. 110-122.
Norton, L., Harrington, K., Elander, J., Sinfield, S., Reddy, P., Pitt, E. and Aiyegbayo, O. (2005) "Supporting students to improve their essay writing through assessment criteria focused workshops", in Improving Student Learning 12: Diversity and Inclusivity. Oxford: The Oxford Centre for Staff and Learning Development, pp. 1-15. Available at: http://www.brookes.ac.uk/services/ocsld/books/improving_student_learning/diversity_inclusivity.html.
Monograph
Buckley, C. and Pitt, E. (2008) Sport Studies Students' Approaches to Study and their First Year Experience with Blended Learning. Higher Education Academy Network for Hospitality, Leisure, Sport and Tourism.
Conference or workshop item
Pitt, E., Winstone, N. and Nash, R. (2019) "Responsibility sharing in the feedback process: Perspectives of educators", in Assessment in Higher Education 7th International Conference. Assessment in Higher Education 7th International Conference.
Pitt, E. and Stone, Z. (2019) "Students' Enactment of Feedback Through a Series of Graded Low-Stake Learning-Oriented Presentations.", in Assessment in Higher Education 7th International Conference. Assessment in Higher Education 7th International Conference.
Pitt, E. (2017) "The effects of emotional backwash in feedback situations: Experiences of UK undergraduate's", in Re-Imagining Assessment Symposium. Re-Imagining Assessment Symposium.
Pitt, E. (2017) "Anonymous Marking Pilot Project at the University of Kent", in University of Kent Annual Learning & Teaching Conference. University of Kent Annual Learning & Teaching Conference.
Pitt, E. (2015) "Phenomenographically exploring students' utilisation of feedback", in Fifth International Assessment in Higher Education Conference. Fifth International Assessment in Higher Education Conference. Available at: http://aheconference.com/.
Pitt, E. (2015) "Students' utilisation of feedback: A cyclical mode", in Assessment for Learning in Higher Education. Assessment for Learning in Higher Education. Available at: http://www.cetl.hku.hk/conf2015/.
Pitt, E. (2013) "Understanding Student's Conceptions of Feedback to Improve the Student Learning Experience", in SRHE Conference. SRHE Conference. Available at: https://www.srhe.ac.uk/conference2013/abstracts/0172.pdf.
Pitt, E. (2011) "The Feedback Conundrum in Higher Education: Students' emotional actions and reactions", in Assessment in Higher Education Conference. Assessment in Higher Education Conference.
Pitt, E. (2011) "Why is feedback in Higher Education not more effective? Exploring students' emotional actions and reactions", in 7th Annual BESA Conference. 7th Annual BESA Conference. Available at: https://cdepp.conference-services.net/reports/template/onetextabstract.xml?xsl=template/onetextabstract.xsl&conferenceID=2428&abstractID=504912.
Pitt, E. (2007) "Students' approaches to study, conceptions of learning and judgments about the value of networked technologies", in British Educational Research Association Conference. British Educational Research Association Conference.
Pitt, E. (2007) "The Impact of Blended Learning Methods on Sport Studies Students' Approaches to Study", in Higher Education Academy Annual Conference. Higher Education Academy Annual Conference.
Book
Norton, L., Pitt, E., Elander, J. and Reddy, P. (2009) Writing Essays at University: A guide for students, by students. London: Write Now Centre for Excellence.
Thesis
Pitt, E. (2014) Feedback in Higher Education: Exploring students' appraisal, comprehension and utilisation.
Total publications in KAR: 34 [See all in KAR]
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Research Interests

Edd has recently been collaborating with Academics in the UK and Australia. His principle research field is Assessment and Feedback with a particular focus upon student's emotional processing during feedback situations. His current research agenda is supported by a grant from the British Academy to explore UK undergraduate students’ experiences and use of Dialogic Feedback.

Recent Grants

External

  • British Academy grant £5200 - Does engaging students in dialogic feedback improve their utilisation of feedback?
  • SEDA small grants £1000 - Everybody Hurts: Sharing Feedback experiences through Intellectual Candour to Develop Staff & Student Feedback Literacy
  • Surrey Institute of Advance Studies - £3500 & European Association for Research in Learning Instruction (EARLI) - £900 - Feedback literacy from education to professional practice

Internal

  • Teaching Enhancement Small Support Awards (TESSA) £2500 - Piloting the Feedback and Engagement Tracking System (FEATS) at Kent
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Teaching

Edd is the Programme Director for the Post Graduate Certificate in Higher Education and Lecturer in Higher Education and Academic Practice

Edd’s work at Kent combines teaching on the PGCHE and Associate Fellowship Scheme with professional development for more experienced staff at the University and its partner colleges. He is module convenor for:

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Administration

  • Founding member of the University of Kent's Assessment and Feedback Steering Group.
  • Member of the Social Science Faculty Education Board
  • Organiser of the University Learning & Teaching Conference
  • Organiser of the University Learning & Teaching Prizes
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External Activities

  • External Examiner PGCHE Staffordshire University
  • External validator HEA CPD Framework Staffordshire University
  • External Examiner PGCHE University of Essex
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Last Updated: 10/03/2021