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Why give feedback?

What do students expect from feedback? An exploration of student expectations and experiences. Sarita Robinson, Debbie Pope & Lynda Holyoak. Why give feedback?. Background. Some students express dissatisfaction with the feedback we offer and we wanted to know why.

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Why give feedback?

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  1. What do students expect from feedback? An exploration of student expectations and experiences. Sarita Robinson, Debbie Pope & Lynda Holyoak

  2. Why give feedback?

  3. Background Some students express dissatisfaction with the feedback we offer and we wanted to know why. Dissatisfaction with feedback is not unique to UCLAN and has been noted both nationally and internationally (Wojtas, 2009).

  4. Protest against the grade

  5. Never read it anyway

  6. Background Past attempts to increase feedback satisfaction have looked to improve procedural elements - such as timeliness and legibility.

  7. Background However, other considerations should be made: 1) students’ ability to understand and respond (Burke, 2009). 2)students’ emotional responses to feedback (Poulos & Mahony, 2008).

  8. Background Finally, we wanted to know if dissatisfaction with feedback was actually a protest against the grade awarded.

  9. Experimental design Participants One hundred and sixty six Year 1 Psychology students (95.8% full-time, 77.1% female) took part in this study.

  10. Experimental design Materials Questionnaire (multi-choice and open-ended): Students were asked to complete a two page questionnaire regarding their experiences and expectations of feedback.

  11. Experimental design Essay exercise: Students read one of four short mock essay with written feedback. After reading the essay and related comments, students completed a short questionnaire about the feedback given.

  12. Experimental design The mock essay had either: • Extensive feedback and a good grade. • Extensive feedback and a poor grade. • Limited feedback and a good grade. • Limited feedback and a poor grade.

  13. Experimental resultsEssay Exercise Results Analysis was completed using a 2 (grade) X 2 (level of feedback) between participants ANOVA. Main effect of grade. The high grade = happier.

  14. Experimental resultsEssay Exercise Results No significant interactions with grade of essay given i.e. those receiving higher grades did not perceive better feedback. This suggests dissatisfaction with feedback is not simply a grade protest.

  15. Experimental resultsEssay Exercise Results Students who received the mock essay with extensive feedback reported significantly better understanding of the feedback comments (F(1,153) = 17.66, p<0.001).

  16. Experimental resultsEssay Exercise Results Students who received more extensive feedback said it was more informative and would better help them improve their next assignment (F(1,153) = 70.06, p<0.001).

  17. Results: Procedural feedback issues Timeliness - assignments returned within 15 working days - 92% However, some students wanted feedback sooner. Legibility of feedback -always or usually readable by 71.1% ALL BUT ONE STUDENT IN THE STUDY REPORTED THAT THEY READ THE FEEDBACK GIVEN!

  18. Suggests Students read feedback. Feedback is received within 15 days – but some students would like feedback sooner. If feedback provides emotional support but can’t be given more quickly we need to provide emotional support/ aid integration to university life in other ways. Legibility could be improved using electronic or typed feedback.

  19. Questionnaire resultsEmotional response

  20. Questionnaire resultsEmotional response Students’ emotional investment in their work can be underestimated. Students upset by comments may not gain from the feedback. Interventions such as using audio (MP3) video feedback (Adobe Contact) could be used.

  21. Questionnaire resultsWhat do students do with the feedback?

  22. Suggests Lecturers need to support students to take control of their own learning. By closing the feedback loop we should improve student satisfaction with feedback.

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