‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience
By N. Winstone, Robert A. Nash, James Rowntree, Michael J Parker. 2017
374 citations recorded by the source corpus.
For feedback to be effective, it must be used by the receiver. Prior research has outlined numerous reasons why students’ use of feedback is sometimes limited, but there has been little systematic exploration of these barriers. In 11 activity-oriented focus groups, 31 undergraduate Psychology students discussed how they use assessment feedback. The data revealed many barriers that inhibit use of feedback, ranging from students’ difficulties with decoding terminology, to their unwillingness to expend effort. Thematic analysis identified four underlying psychological processes: awareness, cognisance, agency, and volition. We argue that these processes should be considered when designing interventions to encourage students’ engagement with feedback. Whereas the barriers identified could all in principle be removed, we propose that doing so would typically require – or would at least benefit from – a sharing of responsibility between teacher and student. The data highlight the importance of training students to be proactive receivers of feedback.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/b6342d21ef36180ad576a3f988234c8a6983e517
How researchers see this paper
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In Education
- David Boud
- Yong Wu
- D. Carless
- Christian D. Schunn
- David J. Nicol
- Phillip Dawson
- N. Winstone
- Michael Henderson
Citations in the corpus
- The development of student feedback literacy: enabling uptake of feedback (2018, positive): “Students seem to recognise that feedback can facilitate progress but underplay their own responsibility to actualise this improvement (Winstone et al. 2017a).”
- Unpacking the feedback process: an analysis of undergraduate students’ interactional meaning-making of feedback comments (2019, background): “However, research suggests that feedback does not always lead to the expected engagement by students, who often make limited use of the comments provided on their academic work (Evans 2013; Winstone et al. 2016).”
- From feedback to revisions: Effects of feedback features and perceptions (2020, background): “Overall, lack of understanding will make the implementation of peer feedback less likely to happen (Price et al., 2011; Winstone et al., 2017).”