Feedback on feedback practice: perceptions of students and academics

By Emma Mulliner, Matthew Tucker. 2017

242 citations recorded by the source corpus.

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 often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students’ engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students’ engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/0d720e822426852e68cf7414e8424ed40a83d0d9

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Citations in the corpus

What makes for effective feedback: staff and student perspectives (2019, unknown): “…been a handful of studies that also include a small number of staff or several disciplines (e.g. Orsmond and Merry 2011; Sanchez and Dunworth 2015; Mulliner and Tucker 2017), these have still largely been single-institution studies with cohorts skewed toward particular genders and concentrated in…”
Quality of Feedback in Higher Education: A Review of Literature (2020, background): “Other research emphasized the need to create a connection between the feedback and assessment criteria as a general standard [37].”
Formative assessment as practice: the role of students’ motivation (2020, background): “Scores were considered outliers when they were three or more standard deviations above or below the mean score (Osborne and Overbay 2004).”