Student perceptions of quality feedback in teacher education

By P. Ferguson. 2011

440 citations recorded by the source corpus.

Many reports have identified a perceived lack of quality in regard to assessment feedback in higher education contexts. One research study in 2007 on undergraduate university students found that less than half of the students (46%) collected their formative feedback, suggesting that from their perspective feedback clearly was not fulfilling the role it should. This is a study of 465 graduate students and 101 undergraduate students studying teacher education at a major Australian university. The study investigated what students perceived to be effective, quality feedback based upon their extensive higher education experiences. Students identified preferences in regard to form, detail and timing of assessment feedback. The data were collected by means of pen and paper survey and identified which strategies the students perceived to be the most effective, particularly within the context of large cohort teaching and written assessment formats. Findings agreed with research elsewhere regarding problems with assessment feedback quality and quantity, but students also provided clear indications of how realistic improvements could be made in terms of assessment feedback processes and strategies.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/85f0c7e731981fc257feeb2fe9e860a0118815f8

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In Education

Citations in the corpus

The Value and Effectiveness of Feedback in Improving Students’ Learning and Professionalizing Teaching in Higher Education (2016, background): “Feedback is considered as a vital approach to facilitate students’ development as independent learners in order to monitor, evaluate, and regulate their own learning (Ferguson, 2011).”
The usefulness of feedback (2019, background): “For example, educators tend to spend more time providing international students with comprehensive feedback focused on grammar and structure of arguments (Ferguson, 2011; Sanchez and Dunworth, 2015).”
The impact of grades on student motivation (2018, background): “Furthermore, in contrast to the extensive research on the experience of receiving narrative/written feedback that can accompany grades (Ferguson, 2011; Jones and Gorra, 2013; Pokorny and Pickford, 2010), limited studies specifically explored how students experience receiving grades themselves.”
Quality of Feedback in Higher Education: A Review of Literature (2020, background): “Certain trends in the quality feedback literature are also at odds with student perceptions, such as demonstrated student preferences for written print feedback over electronic means [45].”
Facilitating productive use of feedback in higher education (2013, methodology): “…students appreciate specific, detailed, and individualized comments on their own work (Auten, 1992; Ball et al., 2009; Carless, 2006; Chanock, 2000; Ferguson, 2011; Hedgcock and Lefkowitz, 1996; Higgins et al., 2002; Holmes and Papageorgiou, 2009; Hyland, 2000; Lipnevich and Smith, 2009; Pitts,…”
Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress (2013, methodology): “Survey studies in Australia (Ferguson 2011; Poulos and Mahony 2008) and in Hong Kong (Carless 2006) have raised the profile of this issue.”
Toward a Model of Student Response to Feedback (2016, background): “Has the student received enough feedback to effectively engage the material, or so much that the student is overwhelmed? Finding the right level of detail can be a challenge for the senders of feedback, often because teachers or peers may not have a good sense of how it is being received (Brookhart,”
Using learning analytics to scale the provision of personalised feedback (2019, background): “Despite the volume and rigour of the studies investigating feedback, the concept is still considered fragile (P. Ferguson, 2011) and inherently problematic (Higgins, Hartley, & Skelton, 2010).”
Review of assessment feedback (2014, result): “These features of feedback overlapped with a group of studies in the Australian context that explored the features of effective feedback by means of focus groups (Poulos and Mahony 2008), document analysis (Lizzio and Wilson 2008), and surveys (Ferguson 2011). Poulos and Mahony (2008) used four focu”