ABSTRACT Assessment and feedback are interrelated challenges for higher education, being perceived as key facets of the quality assurance of degrees, and yet commonly found to be sources of dissatisfaction for students. We performed a thematic analysis on the free-text comments of the National Student Survey for a large, Scottish, Russell Group university and found recurring themes of alienation versus belonging in how the students discussed assessment. We used Social Identity Theory to explore these themes and concluded that assessment can act as a barrier between staff and students, especially where students are not given effective feedback. When students feel their assessment excludes them from a group (such as their discipline), they express dissatisfaction and frustration. This study adds to the growing body of work encouraging a dialogic approach to ensure students are able to make the best use of feedback and suggests it may also have the encouraging side-effect of improving student satisfaction.

中文翻译：

---

利用国家学生调查（NSS）的定性数据和社会认同理论来探索学生的评估和反馈经验

摘要评估和反馈是高等教育的相互联系的挑战，被认为是学位质量保证的关键方面，但通常被发现是学生不满意的根源。我们对一所大型的苏格兰罗素集团大学的“全国学生调查”的自由文本评论进行了主题分析，并发现学生如何讨论评估中反复出现的疏远与归属主题。我们使用社会认同理论探讨了这些主题，并得出结论认为，评估可能会成为教职员工与学生之间的障碍，尤其是在没有给学生有效反馈的情况下。当学生感到他们的评估将他们排除在小组之外（例如他们的学科）时，他们表示不满和沮丧。