Students’ perceptions of interventions for supporting their engagement with feedback

Parker, Michael and Winstone, Naomi E. (2016) Students’ perceptions of interventions for supporting their engagement with feedback. Practitioner Research in Higher Education, 10 (1). pp. 53-64.

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Abstract

Recent approaches to assessment and feedback in higher education stress the importance of students’ involvement in these processes, where effective reception of feedback is as important as effective delivery. Many interventions have been developed to support students’ active use of feedback; however, students’ engagement will be influenced by their perceptions of the utility of such strategies. We presented students with descriptions of ten possible feedback engagement interventions, and asked them to discuss which would be more useful and why. Students clearly articulated the perceived benefits of each intervention, but also discussed issues that might preclude strong engagement. These issues illustrate that students believe they lack the skills required to engage with interventions, and also show how student emotion and cognition are likely to influence their engagement. We offer some recommendations as to how the framing of such interventions could promote stronger student engagement.

Item Type:	Article
Journal / Publication Title:	Practitioner Research in Higher Education
Publisher:	University of Cumbria
ISSN:	1755-1382
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information:	Michael Parker and Naomi E. Winstone are students at the University of Surrey, UK.
Depositing User:	Anna Lupton
Date Deposited:	24 Oct 2016 19:46
Last Modified:	12 Jan 2024 16:15
URI:	https://insight.cumbria.ac.uk/id/eprint/2487

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