‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it.

Pitt, E. and Norton, L. (2017) ‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it. Assessment & Evaluation in Higher Education, 42 (4). pp. 499-516. ISSN 0260-2938. E-ISSN 1469-297X

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Official URL: https://www.tandfonline.com/doi/full/10.1080/02602...

Abstract

Since the introduction of the National Student Survey in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to university students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note of their feedback or sometimes do not collect assignments that have been marked. Understanding why feedback is not always acted upon remains an important area for researchers. This paper reports on an in-depth interview study with 14 final year undergraduates reflecting on their perceptions of feedback written on marked assignments by selecting examples of what they considered to be ‘good’ and ‘bad’ work. Findings suggested that emotional reactions play a significant part in determining how students will act on the feedback they receive and the concept of ‘emotional backwash’ is introduced.

Item Type: Article
Additional Information and Comments: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment & Evaluation in Higher Education on 08 Feb 2016, available online: https://www.tandfonline.com/doi/full/10.1080/02602938.2016.1142500.
Keywords: feedback, emotional effects of feedback, feedback motivation, students’ responses to feedback, students’ use of feedback
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Lin Norton
Date Deposited: 05 Apr 2018 13:15
Last Modified: 05 Apr 2018 13:15
URI: http://hira.hope.ac.uk/id/eprint/2429

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