Feedback on Feedback Practice: Perceptions of Students and Academics

Autor/inn/en	Mulliner, Emma; Tucker, Matthew
Titel	Feedback on Feedback Practice: Perceptions of Students and Academics
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 2, S.266-288 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1103365
Schlagwörter	Foreign Countries; Undergraduate Students; Student Attitudes; Preferences; Feedback (Response); Student Satisfaction; Questionnaires; Likert Scales; Learner Engagement; College Faculty; Teacher Attitudes; Comparative Analysis; Time Perspective; Student Interests; Grades (Scholastic); Statistical Analysis; United Kingdom (Liverpool) + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Fragebogen; Likert-Skala; Fakultät; Lehrerverhalten; Zeitbezug; Studieninteresse; Notenspiegel; Statistische Analyse
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01