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Feedback on feedback practice: perceptions of students and academics

Mulliner, E and Tucker, MP (2015) Feedback on feedback practice: perceptions of students and academics. Assessment and Evaluation in Higher Education. ISSN 0260-2938

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Abstract

While feedback is widely considered central to student learning, students across the higher education sector commonly report dissatisfaction with the feedback they receive. In contrast, academics often feel they provide quality and informative feedback. This article explores and compares the perceptions of students and academics with regard to feedback practice. The paper presents the results of questionnaire surveys conducted with academics and students at the School of the Built Environment, Liverpool John Moores University. It highlights the perceptions of academics and students with regard to preferences for different types of feedback, timeliness of feedback, students’ engagement and interest in feedback, quality feedback and satisfaction with current practice. The findings indicate a significant discord between staff and students in relation to certain aspects of feedback practice, namely opinions on students’ engagement and interest in feedback, satisfaction with current practice and feedback preference. Similarities in viewpoints were also found in relation to quality feedback. © 2015 Taylor & Francis

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Assessment and Evaluation in Higher Education on 24 Oct 2015, available online: http://dx.doi.org/10.1080/02602938.2015.1103365
Uncontrolled Keywords: 1303 Specialist Studies In Education, 1505 Marketing, 1701 Psychology
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Built Environment
Publisher: Taylor & Francis
Date Deposited: 13 Jun 2016 13:50
Last Modified: 13 Jun 2016 13:50
DOI or Identification number: 10.1080/02602938.2015.1103365
URI: http://researchonline.ljmu.ac.uk/id/eprint/3772

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