What makes for effective feedback: staff and student perspectives

@article{Dawson2019WhatMF,
  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},
  year={2019},
  volume={44},
  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
TLDR
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?
TLDR
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.
TLDR
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
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