What makes for effective feedback: staff and student perspectives

  title={What makes for effective feedback: staff and student perspectives},
  author={Phillip Dawson and Michael Henderson and Paige Mahoney and Michael Phillips and Tracii Ryan and David Boud and Elizabeth K. Molloy},
  journal={Assessment \& Evaluation in Higher Education},
  pages={25 - 36}
Abstract Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what… 
Undergraduate student perceptions of assessment and feedback practice: fostering agency and dialogue
ABSTRACT Assessment and feedback practices sit at the heart of education and the student experience. This paper reports on undergraduate perceptions of assessment and feedback in the Department of
Students tell us what good written feedback looks like
Although the results show that length and composition of ‘good’ feedback can be extremely variable, some common characteristics could be identified, leading to a set of recommendations for staff marking written assessments.
Conventional or sustainable? Chinese university students’ thinking about feedback used in their English lessons
  • Y. Zhan
  • Psychology
    Assessment & Evaluation in Higher Education
  • 2019
Abstract Feedback has been increasingly conceptualised as a dialogical process where students interpret the provided information through interaction with comment providers and use it to enhance their
Instructors’ Perspectives of Challenges and Barriers to Providing Effective Feedback
Instructor perspectives regarding the challenges they experience in enacting effective feedback processes have not been the focus in the literature on effective feedback processes. This study
The challenges of feedback in higher education
Abstract Assessment feedback is one of the most important components of the learning process. However, student and educator dissatisfaction with feedback practices continues to remain a significant
Students' perceptions of the value of electronic feedback - Does disciplinary background really matter?
Evaluating the relationship between students’ expectations and perception of feedback, especially electronic, and the disciplinary area of study in HE may help institutions to reflect on the role of electronic feedback as part of their ongoing assessment practice and how teaching in the different disciplines may result in different understandings of the value of Electronic feedback.
Investigating the impact of increased student feedback literacy level on their expectations on university teachers’ feedback
Abstract This study investigates two research questions: 1) do senior university students change their expectations on teacher feedback in comparison with their junior counterparts? and 2) to what
What Counts as Quality Feedback? Disciplinary Differences in Students’ and Teachers’ Perceptions of Feedback
As the literature has shown, students and teachers in different higher education settings often perceive the quality of feedback in varying ways. Recognising that the discipline is important for the
What are students' needs and preferences for academic feedback in higher education? A systematic review.
Overall, quality feedback was related to the timeliness of feedback; balance between positive and constructive comments; direct feedback on content; linguistic clarity and legibility; grade justification and feeding forward and future research should explore whether demographic variables influence student feedback needs over time.
Examining students’ feedback engagement and assessment experiences: a mixed study
ABSTRACT This study examined students’ feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual


Effectiveness of feedback: the students’ perspective
While effective feedback has frequently been identified as a key strategy in learning and teaching, little known research has focused on students’ perceptions of feedback and the contribution
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
Since the introduction of the National Student Survey (NSS) in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality
Feedback on feedback practice: perceptions of students and academics
While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics
Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students
Student ratings of satisfaction with feedback are consistently lower than other teaching and learning elements within the UK higher education sector. However, reasons for this dissatisfaction are
Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback
Tutors’ intentions when providing feedback may not be accurately perceived and acted on by students. In this study, 19 biological sciences students and six tutors were interviewed concerning the
Differing perceptions in the feedback process
Feedback is central to the development of effective learning, yet is comparatively underresearched. This article seeks to examine the notion of written feedback on assignments and argue that this
Issues and agency: postgraduate student and tutor experiences with written feedback
This paper examines the issues which postgraduate students and tutors experienced as they engaged in receiving, providing and requesting feedback, as well as the strategies which they adopted as they
Beyond feedback: developing student capability in complex appraisal
Giving students detailed feedback about the strengths and weaknesses of their work, with suggestions for improvement, is becoming common practice in higher education. However, for many students,
Feeling feedback: students’ emotional responses to educator feedback
Abstract Assessment feedback allows students to obtain valuable information about how they can improve their future performance and learning strategies. However, research indicates that students are
Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress
A small but growing body of research has investigated students’ perceptions of written feedback in higher education but little attention has been brought to bear on students’ emotional responses to