Review of tutor feedback during undergraduate dissertations: A case study

Abstract

The aim of this study was to establish and evaluate a method of recording tutor feedback given to students during the undergraduate dissertation tutorial process. The areas under review included both the tutorials themselves and written comments provided on draft work. Attention was paid to how effective these mechanisms were in supporting students through the dissertation process. Twelve sports education undergraduate students were asked to complete a dissertation feedback evaluation proforma after tutorials they attended between September 2006 and April 2007. The form covered key aspects of the student-tutor relationship, with specific reference being made to the strengths and weaknesses of tutorial feedback and support. The findings of the evaluation identified key issues for practice within the dissertation supervisory relationship. Furthermore, it was suggested by the students that this was an exercise with inherent merits for them: encouraging reflection on the learning process and helping them identify their responsibilities as independent learners. As a result, some students engaged more with the tutorial system and gained more from the experience.