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The Psychology of student feedback preferences: results from a mixed method investigation

The Psychology of student feedback preferences: results from a mixed method investigation. Dr Victoria Scaife, Dr Neil Cooper, Ellen Lynch, David Nevard Psychology of Teaching and Learning Research Group School of Psychology. Individual. Intrapersonal Interpersonal Positional Ideological.

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The Psychology of student feedback preferences: results from a mixed method investigation

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  1. The Psychology of student feedback preferences: results from a mixed method investigation Dr Victoria Scaife, Dr Neil Cooper, Ellen Lynch, David Nevard Psychology of Teaching and Learning Research Group School of Psychology

  2. Individual Intrapersonal Interpersonal Positional Ideological Institutional Political

  3. Individual Intrapersonal Interpersonal Positional Ideological Institutional Political

  4. ? Phase 1 Phase 2

  5. Phase 1 3-6 3-6 3-6 3-6 3-6 3-6 T = 28 +3

  6. 2:1 3-6

  7. STUDENTS WANT CORE THEMES • To be ‘known’ • To be part of a learning community • To relate feedback to teaching • To make their ‘good’ better

  8. Students want to ‘be known’ “two people could get the same grade but may have approached things really differently” “we don’t have that much contact time to talk about our progression”

  9. 60/100 is really bad “don’t expect the grades you got at A level”

  10. “I actually have two 100% exams this term and I won’t get any feedback on those I’ll just get a mark”

  11. Students want to ‘be part of a learning community’ “face to face feedback from lecturers on a 1-2-1 basis” “my subject has become quite competitive so no one is really willing to discuss their marks” “Group feedback… because if it is what most people found difficult you’re probably one of them”

  12. Students want to ‘relate feedback to teaching’ “From the feedback you can see how much the lecturer wants to engage with the students” Students want to ‘make their ‘good’ better’ “more detail on how to actually get you know ninety per cent”

  13. Students need:

  14. Phase 2 T= 150

  15. Jon Bill Jane arousal motivation attitude pressure control arousal motivation attitude pressure control

  16. Summary and next steps Individual • To be ‘known’ • To be part of a learning community • To relate feedback to teaching • To make their ‘good’ better Institutional Political Multivariate social-cognitive processes Qualitative and quantitative Correlational, quasi-experimental and experimental

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