Using feedback to promote learning: student and tutor perspectives

Lilly, J, Richter, UM and Riuvera-Macias, B (2010) Using feedback to promote learning: student and tutor perspectives. Practitioner Research in Higher Education, 4 (1). pp. 30-40.

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Abstract

This paper summarises a study of students’ and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students’ and academic colleagues’ views on assessment feedback practice. Focus groups were then carried out with students and one discussion was video recorded for subsequent use in workshops with faculty colleagues. Students’ and staff’s thoughts on issues militating against good assessment feedback practice were gathered, commented on, analysed, and reported back to the faculties.

The student focus groups provided interesting insights as to how students perceive and receive feedback which were classified as being related to content, clarity and style. It was established that, with very few exceptions, issues and good practice in assessment feedback can be generalised across disciplines and, in the main, staff and students share their perceptions of what constitutes good assessment feedback.

Item Type: Article
Journal or Publication Title: Practitioner Research in Higher Education
Publisher: Unipress
ISSN: 1755-1382
Departments: Services > Academic Quality & Development
Depositing User: Linda Shore
Date Deposited: 20 Jun 2012 08:29
Last Modified: 09 Feb 2017 05:34
URI: http://insight.cumbria.ac.uk/id/eprint/1342

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