Abstract
AbstractFeedback on academic performance is of critical importance to students’ learning, and in their perception of the quality of instruction they receive. Here we report the outcomes of a study comparing the views and expectations of first year biological science undergraduate students and academic staff regarding feedback provision and utilisation. The results indicate that while students and staff are generally satisfied with the feedback process, there are some tensions generated by perceived differences in desired academic outcomes. In particular, these tensions focus on perceptions of inconsistency in the feedback processes and in the use made of feedback to inform future practice.
Highlights
It is well recognised that feedback plays a critical part in student learning (Ramaprasad, 1983; Hattie et al, 1996; Black and Wiliam, 1998; Hattie and Jaeger, 1998)
The results indicate that while students and staff are generally satisfied with the feedback process, there are some tensions generated by perceived differences in desired academic outcomes
Previous studies have reported on feedback practice (Mutch, 2003; Nichol and Macfarlane-Dick, 2006) and its utilisation by students (Higgens et al.; 2002, Orsmond et al.; 2005, Weaver 2006) few have directly compared perceptions of feedback from both the staff and student perspective (Maclellan 2001; Carless 2006)
Summary
It is well recognised that feedback plays a critical part in student learning (Ramaprasad, 1983; Hattie et al, 1996; Black and Wiliam, 1998; Hattie and Jaeger, 1998). Academic staff devote considerable amounts of time to providing feedback to students but anecdotal evidence would suggest that they are unclear to what extent the students engage with the feedback provided and whether the intended messages are transmitted successfully. It has been suggested (Higgins et al, 2001, 2002) that feedback may not be effectively used by all students due to differences in how students understand feedback and make sense of their assessments. Orsmond et al, (2005) suggested that for feedback to be effective there needs to be a common understanding by both staff and students of the purpose of feedback and how it should be used
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
