Do students value feedback? Student perceptions of tutors' written responses

Weaver, M, 2006. Do students value feedback? Student perceptions of tutors' written responses. Assessment and Evaluation in Higher Education, 31 (3), pp. 379-394. ISSN 0260-2938

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Abstract

The topic of feedback to students is an under-researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of written feedback and examines whether feedback received demonstrated a student-centred approach to learning. A multi-method approach of qualitative and quantitative data collection and analysis was used to survey 44 students in the faculties of Business and Art & Design. Student responses show feedback is valued, but believed tutor comments could be more helpful. Survey results indicate that students may need advice on understanding and using feedback before they can engage with it. Content analysis of feedback samples and student responses uncovered four main themes of feedback considered unhelpful to improve learning: comments which were too general or vague, lacked guidance, focused on the negative, or were unrelated to assessment criteria. It is suggested that by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and by ensuring that it is timely, tutors could greatly improve the value of feedback.

Item Type:	Journal article
Publication Title:	Assessment and Evaluation in Higher Education
Creators:	Weaver, M.
Publisher:	Taylor & Francis (Routledge)
Place of Publication:	Abingdon, Oxon
Date:	2006
Volume:	31
Number:	3
ISSN:	0260-2938
Identifiers:	Number Type 10.1080/02602930500353061 DOI
Divisions:	Schools > Nottingham Business School
Record created by:	EPrints Services
Date Added:	09 Oct 2015 11:12
Last Modified:	23 Aug 2016 09:14
URI:	https://irep.ntu.ac.uk/id/eprint/24225

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