What Makes Good Feedback Good?
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| Title: | What Makes Good Feedback Good? |
|---|---|
| Language: | English |
| Authors: | O'Donovan, Berry M. (ORCID |
| Source: | Studies in Higher Education. 2021 46(2):318-329. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Social Media, College Students, Learner Engagement, Student Satisfaction, Student Attitudes, Feedback (Response), Teacher Student Relationship, Peer Relationship, Foreign Countries, Student Evaluation, Assessment Literacy |
| Geographic Terms: | United Kingdom |
| DOI: | 10.1080/03075079.2019.1630812 |
| ISSN: | 0307-5079 |
| Abstract: | HE institutions persistently seek to increase student engagement and satisfaction with assessment feedback, but with limited success. This study identifies the attributes of good feedback from the perspective of recipients. In a distinctive participatory research design, student participants were invited to bring along actual examples of feedback that they perceived as either 'good' or 'bad' to 32 interviews with student researchers. Findings highlight the complex interdependency and contextual nature of key influences on students' perspectives. The feedback artefact itself, its place in assessment and feedback design, relationships of the learner with peers and tutors, and students' assessment literacy all affect students' perspectives. We conclude that standardising the technical aspects of feedback, such as the feedback artefact or the timing or medium of its delivery is insufficient: a broader consideration of all key domains of influence is needed to genuinely increase student engagement and satisfaction with feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1283875 |
| Database: | ERIC |
| Abstract: | HE institutions persistently seek to increase student engagement and satisfaction with assessment feedback, but with limited success. This study identifies the attributes of good feedback from the perspective of recipients. In a distinctive participatory research design, student participants were invited to bring along actual examples of feedback that they perceived as either 'good' or 'bad' to 32 interviews with student researchers. Findings highlight the complex interdependency and contextual nature of key influences on students' perspectives. The feedback artefact itself, its place in assessment and feedback design, relationships of the learner with peers and tutors, and students' assessment literacy all affect students' perspectives. We conclude that standardising the technical aspects of feedback, such as the feedback artefact or the timing or medium of its delivery is insufficient: a broader consideration of all key domains of influence is needed to genuinely increase student engagement and satisfaction with feedback. |
|---|---|
| ISSN: | 0307-5079 |
| DOI: | 10.1080/03075079.2019.1630812 |
