1/1
2 files

What makes for effective feedback: staff and student perspectives

journal contribution
posted on 01.01.2019, 00:00 authored by Phillip DawsonPhillip Dawson, M Henderson, Paige MahoneyPaige Mahoney, M Phillips, T Ryan, David BoudDavid Boud, E Molloy
Since the early 2010s the literature has shifted to view feedback as a process that students do where they make sense of information about work they have done, and use it to improve the quality of their subsequent work. In this view, effective feedback needs to demonstrate effects. However, it is unclear if educators and students share this understanding of feedback. This paper reports a qualitative investigation of what educators and students think the purpose of feedback is, and what they think makes feedback effective. We administered a survey on feedback that was completed by 406 staff and 4514 students from two Australian universities. Inductive thematic analysis was conducted on data from a sample of 323 staff with assessment responsibilities and 400 students. Staff and students largely thought the purpose of feedback was improvement. With respect to what makes feedback effective, staff mostly discussed feedback design matters like timing, modalities and connected tasks. In contrast, students mostly wrote that high-quality feedback comments make feedback effective–especially comments that are usable, detailed, considerate of affect and personalised to the student’s own work. This study may assist researchers, educators and academic developers in refocusing their efforts in improving feedback.

History

Journal

Assessment and evaluation in higher education

Volume

44

Issue

1

Pagination

25 - 36

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

0260-2938

eISSN

1469-297X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2018, Informa UK Limited, trading as Taylor & Francis Group