Psychology Students' Perception of and Engagement with Feedback as a Function of Year of Study

Autor/inn/en	Ali, Nadia; Rose, Sarah; Ahmed, Lubna
Titel	Psychology Students' Perception of and Engagement with Feedback as a Function of Year of Study
Quelle	In: Assessment & Evaluation in Higher Education, 40 (2015) 4, S.574-586 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.936355
Schlagwörter	Psychology; Undergraduate Students; Feedback (Response); Student Attitudes; Surveys; Higher Education; Early Intervention; Learner Engagement; Formative Evaluation; Summative Evaluation; Foreign Countries; Questionnaires; Statistical Analysis; Reliability; Scores; Qualitative Research; United Kingdom + Suchen Sie Ihr Suchwort? Psychologie; Schülerverhalten; Survey; Umfrage; Befragung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Fragebogen; Statistische Analyse; Reliabilität; Qualitative Forschung; Großbritannien
Abstract	Undergraduate students' perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators' attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students' relationship with feedback may alter depending on their year of study. To address this, a survey measuring students' views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students' perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01