Abstract
BackgroundThe importance of feedback in workplace-based settings cannot be underestimated. Approaches that evaluate feedback reflect either the sender’s or receiver’s viewpoint in isolation of each other. This study investigated prevailing student and practitioner views of feedback resulting from development and testing of a survey about feedback.MethodThis study used a cross-sectional design, incorporating use of expert consultation and factor analysis of surveys. Fifty-two items based on identified attributes for effective feedback from current research were developed and reviewed through expert consultation. Surveys developed from the items were completed by students (n = 209) and practitioners (n = 145). The juxtaposition of items based on students’ and practitioners’ responses to the surveys were examined through use of exploratory factor analysis.ResultsSeparate student and practitioner surveys resulted. Each survey contained 23 items that clustered into factors. The item statements were different across practitioner and student groups Only nine items were shared across factors identified for both groups. The resulting factors represented different notions of feedback—namely, practitioners had a process-oriented focus in comparison with students’ outcome focus.ConclusionWhile students and practitioners view feedback differently this does not necessarily mean they are incongruous.
Highlights
The importance of feedback in workplace-based settings cannot be underestimated
An assumption exists that learners and learning partners share a common understanding of the term ‘feedback’ [3]
The results indicate that the factors within the Quality Feedback Inventory (QFI)-S and Quality feedback inventory-practitioner (QFI-P) (Table 3 and Table 4) fit the data well, providing evidence of feedback constructs aligned with current conceptualisation of feedback [5, 6, 9]
Summary
The importance of feedback in workplace-based settings cannot be underestimated. Approaches that evaluate feedback reflect either the sender’s or receiver’s viewpoint in isolation of each other. This study investigated prevailing student and practitioner views of feedback resulting from development and testing of a survey about feedback. Feedback is a core component of the educational process [1] in both academic and workplace-based settings. The importance of feedback in workplace-based settings cannot be underestimated. Workplace-based settings provide learners the opportunity to acquire discipline. An assumption exists that learners (e.g. students) and learning partners (i.e. someone who supports a learner in the feedback process, for example practitioners) share a common understanding of the term ‘feedback’ [3]. If learners and learning partners do not share the same understanding of feedback, the commonplace approach to examine one-sided viewpoints of effective feedback must be questioned. Investigating feedback drawing on empirical findings could assist to substantiate conceptual understanding of feedback proffered in the extant literature
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