Speaking the same language? Perceptions of feedback amongst academic staff and students in a school of law

Abstract

Starting from the assumption that feedback has a crucial role to play in student learning, this paper aims to answer three questions about feedback in legal (higher) education. First, how do students perceive the feedback process? Second, to what extent are students' perceptions different from tutors? Third, what are the implications for enhancing the feedback process? A questionnaire was developed from staff and student focus groups and the appropriate literature which examines feedback across five different dimensions; expectations of feedback, outcomes of feedback, experiences of giving and receiving feedback, types and forms of feedback and understanding of feedback. The questionnaire was distributed to staff and students electronically. In total 16 completed responses were received from academic staff (representing a response rate of 66%) and 240 responses from students (representing a response rate of 44%). Results of the study suggest that there is a significant gap between feedback given and the degree to which it is understood and, therefore, acted upon. This raises serious issues about, for example, the extent to which feedback fulfils its general purpose in helping students learn. Furthermore, perceptions of the volume and variety of feedback given differ widely which has an impact on the extent to which students view feedback as a useful activity. The paper raises a number of important issues about feedback. In particular, the paper suggests that the type and variety of feedback and the terminology used in feedback are crucial if feedback is to be a powerful mechanism for student learning.