What makes good feedback good
Bibliographic Data
| ID | 4096730 |
|---|---|
| Authors | Berry M O’donovan (0000-0001-9756-1522, Business School, Oxford Brookes University, Oxford, UK, corresponding author), Birgit Den Outer (0000-0002-3730-7917, Business School, Oxford Brookes University, Oxford, UK), Margaret Price (0000-0001-9117-824X, Business School, Oxford Brookes University, Oxford, UK), Andy Lloyd (0000-0001-6536-6343, Cardiff University) |
| Year | 2021 |
| Volume | 46 |
| Issue | 2 |
| Pages | 318-329 |
| Publication date | 2021-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2019.1630812 |
| OpenAlex | W2953094578 |
| Language | EN |
| Citations received | 17 |
| References cited | 30 |
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
Citizen journalism · Higher education · Interdependence · Mathematics education · Pedagogy · Peer feedback · Political science · Sociology · Student engagement · Computer Science · Evaluation of Teaching Practices · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
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| Unique citing works | 17 |
|---|---|
| Citations per year | 2,43 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 15 |