Abstract
Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive; however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.
| Original language | English |
|---|---|
| Number of pages | 15 |
| Journal | Active Learning in Higher Education |
| DOIs | |
| Publication status | Accepted/In press - 2019 |
Keywords
- assessment feedback
- international students
- online students
- student differences
Cite this
}
The usefulness of feedback. / Henderson, Michael; Ryan, Tracii; Boud, David; Dawson, Phillip; Phillips, Michael; Molloy, Elizabeth; Mahoney, Paige.
In: Active Learning in Higher Education, 2019.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - The usefulness of feedback
AU - Henderson, Michael
AU - Ryan, Tracii
AU - Boud, David
AU - Dawson, Phillip
AU - Phillips, Michael
AU - Molloy, Elizabeth
AU - Mahoney, Paige
PY - 2019
Y1 - 2019
N2 - Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive; however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.
AB - Feedback can occur before and after assessment submission, but needs to be useful in order for students to improve their subsequent performance. Arguably, undergraduate students, and particularly international, online and new students, are especially in need of feedback to effectively engage in academic and disciplinary expectations. Therefore, this article draws on survey data from students, disaggregated by mode of study, citizenship of enrolment and year of study, to explore their experiences of feedback usefulness both before and after assessment submission. Overall, undergraduate students were positive; however, this perception decreased according to their year level. Comparisons between online and international students also revealed key differences. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.
KW - assessment feedback
KW - international students
KW - online students
KW - student differences
UR - http://www.scopus.com/inward/record.url?scp=85073945463&partnerID=8YFLogxK
U2 - 10.1177/1469787419872393
DO - 10.1177/1469787419872393
M3 - Article
AN - SCOPUS:85073945463
JO - Active Learning in Higher Education
JF - Active Learning in Higher Education
SN - 1469-7874
ER -