The Impact of Timely Formative Feedback on University Student Motivation.
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| Title: | The Impact of Timely Formative Feedback on University Student Motivation. |
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| Authors: | Fisher, Darren Paul1 (AUTHOR), Brotto, Gaelle1 (AUTHOR), Lim, Iris2 (AUTHOR), Southam, Colette3 (AUTHOR) csoutham@bond.edu.au |
| Source: | Assessment & Evaluation in Higher Education. Jun2025, Vol. 50 Issue 4, p622-631. 10p. |
| Subject Terms: | *Academic motivation, *Formative evaluation, *Graduate students, *College students, *Educators |
| Abstract: | While key attributes of effective feedback have frequently been included in studies on student learning, little research has focused on the impact of the timeliness of feedback on student motivation. By providing students with written feedback at 1, 3, 7, 10, or 14 days after submission, this mixed design study enriches our understanding of the feedback timeliness and its importance on student motivation. Based on survey data of undergraduate and postgraduate students from a wide range of disciplines including health and social sciences, screenwriting, business administration, and finance over a three-year period, our findings indicate that students express significantly lower levels of motivation if the feedback took greater than 10 days but they did not distinguish between 'timely' and 'extremely timely' feedback. Our quantitative analysis reveals that feedback comments and turnaround are significant determinants of student motivation, providing areas of focus for both educators and administrators. However, content of feedback showed the highest impact and our qualitative analysis supported this, with 57% of students mentioning content of the feedback. Students especially appreciate thorough, personalised, and specific assessment of strengths and weaknesses. Not surprisingly, 48% mentioned the importance of a high-quality educator, so great teaching is also important in motivating our students. [ABSTRACT FROM AUTHOR] |
| Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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