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What Makes Good Feedback Good?

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Title: What Makes Good Feedback Good?
Language: English
Authors: O'Donovan, Berry M. (ORCID 0000-0001-9756-1522), den Outer, Birgit (ORCID 0000-0002-3730-7917), Price, Margaret (ORCID 0000-0001-9117-824X), Lloyd, Andy
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
FullText Links:
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  Data: What Makes Good Feedback Good?
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  Data: <searchLink fieldCode="AR" term="%22O'Donovan%2C+Berry+M%2E%22">O'Donovan, Berry M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9756-1522">0000-0001-9756-1522</externalLink>)<br /><searchLink fieldCode="AR" term="%22den+Outer%2C+Birgit%22">den Outer, Birgit</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3730-7917">0000-0002-3730-7917</externalLink>)<br /><searchLink fieldCode="AR" term="%22Price%2C+Margaret%22">Price, Margaret</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9117-824X">0000-0001-9117-824X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lloyd%2C+Andy%22">Lloyd, Andy</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Higher+Education%22"><i>Studies in Higher Education</i></searchLink>. 2021 46(2):318-329.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Social+Media%22">Social Media</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1080/03075079.2019.1630812
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  Label: Abstract
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  Data: 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.
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      – SubjectFull: Student Satisfaction
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Evaluation
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