Abstract
This study analyses lecturersââ¬â¢ perceptions of feedback provided to university undergraduates and why in many cases it appears to prove so unsatisfactory to students. Recent research into the issue of feedback in higher education (HE) suggests that most existing studies on the subject have focused on students, whereas there is far less work on teachers in relation to formative learning (Bailey, 2008; Bailey and Garner, 2010). Indeed, Evans (2013) notes that only 7.1% of research articles she explored in her wide-ranging review of existing assessment and feedback literature focused exclusively on lecturer perspectives. Therefore, in addition to considering the findings of existing literature, this study explores the results of five interviews with HE History lecturers to explore their understanding of the issue of student dissatisfaction with feedback.
Highlights
This study analyses lecturers’ perceptions of feedback provided to university undergraduates and why in many cases it appears to prove so unsatisfactory to students
The relatively recent departmental guidelines affecting all five lecturers involved in these interviews mandated a turnaround period of three weeks from hand-in to return of work
Lecturer B was less concerned with time, suggesting that – new regulations aside – they were able to give a similar amount of feedback to that which they had always provided
Summary
This study analyses lecturers’ perceptions of feedback provided to university undergraduates and why in many cases it appears to prove so unsatisfactory to students. Recent research into the issue of feedback in higher education (HE) suggests that most existing studies on the subject have focused on students, whereas there is far less work on teachers in relation to formative learning (Bailey, 2008; Bailey and Garner, 2010). Evans (2013) notes that only 7.1% of research articles she explored in her wideranging review of existing assessment and feedback literature focused exclusively on lecturer perspectives. In addition to considering the findings of existing literature, this study explores the results of five interviews with HE History lecturers to. Burns explore their understanding of the issue of student dissatisfaction with feedback. Feedback on my work has helped me clarify things I did not understand
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