Complexity, Cues and Relationships: Student Perceptions of Feedback

Autor/inn/en	Pokorny, Helen; Pickford, Pamela
Titel	Complexity, Cues and Relationships: Student Perceptions of Feedback
Quelle	In: Active Learning in Higher Education, 11 (2010) 1, S.21-30 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787409355872
Schlagwörter	Feedback (Response); Audits (Verification); Cues; Student Attitudes; Student Surveys; Literary Devices; Summative Evaluation; Foreign Countries; Business Administration Education; Focus Groups; Higher Education; United Kingdom + Suchen Sie Ihr Suchwort? Stichwort; Schülerverhalten; Schülerbefragung; Literaturarbeit; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Großbritannien
Abstract	This article discusses issues relating to the effectiveness of feedback and the student perspective. The study described provides rich data relating to student perceptions of useful feedback, their perceptions of feedback cues and their feelings about the importance of feedback relationships in the process. The outcomes suggest that written feedback is often not the most effective tool for helping students to improve their learning. The students in this study had much broader perceptions of useful feedback. Their perceptions challenge some of the assumptions that might be seen to underpin auditing approaches to monitoring the quality of feedback such as that of the National Student Survey. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10