University student experiences of feedback
Timing and credibility are key
Bibliographic Data
| ID | 21691623 |
|---|---|
| Authors | Alison Willis (0000-0002-8650-4570, University of the Sunshine Coast, corresponding author), Tracey Sempowicz (0000-0002-8273-2445, University of the Sunshine Coast), Anne Robertson (0000-0002-0460-0092, University of the Sunshine Coast) |
| Year | 2025 |
| Pages | 1-18 |
| Publication date | 2025-12-24 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Teaching in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1356-2517 • E-ISSN: 1470-1294 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/13562517.2025.2605679 |
| OpenAlex | W7117163800 |
| Language | EN |
| References cited | 27 |
This study contributes to the need for context-specific research into student feedback in higher education by investigating student experiences of receiving feedback in initial teacher education programs. A phenomenological case study methodology was used to investigate students’ satisfaction with assessment-based feedback and their perspectives of its value. Findings show that students value pre-assessment feedback as it has high utility and can be acted upon. Feedback is personal and emotional. Students relayed instances where they chose not to adopt feedback because of its tone, poor timing, or generic nature. These findings are important for teachers, markers and systems administrators when leading assessment practices and understanding what students value when receiving feedback, particularly at a time when online and asynchronous learning is gaining momentum and artificial intelligence is increasingly used to provide feedback
Accountability · Credibility · Higher education · Qualitative research · Student engagement · Evaluation of Teaching Practices · Innovations in Educational Methods · Student Assessment and Feedback
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| Citation velocity | historical |
|---|---|
| Highly cited | No |