Show simple item record

Files in this item

Thumbnail

Item metadata

dc.contributor.authorCarver, Mark
dc.date.accessioned2018-02-15T16:30:20Z
dc.date.available2018-02-15T16:30:20Z
dc.date.issued2016-10
dc.identifier252297412
dc.identifieraca0e3c1-16e8-4fdd-a91f-5c14d51bd8f0
dc.identifier.citationCarver , M 2016 , ' Exploring students’ concepts of feedback as articulated in large-scale surveys: a useful proxy and some encouraging nuances ' , Practitioner Research in Higher Education , vol. 10 , no. 1 , pp. 39-52 . < http://ojs.cumbria.ac.uk/index.php/prhe/issue/view/46 >en
dc.identifier.otherBibtex: urn:95cba9bb6ef282b8836d84784e701366
dc.identifier.otherBibtex: urn:87d3d1f0193e866df100697f8100987d
dc.identifier.otherORCID: /0000-0003-4393-8915/work/41757198
dc.identifier.urihttps://hdl.handle.net/10023/12727
dc.description.abstractSurveys asking Higher Education students about feedback tend to find similar results: feedback should be prompt, specific, understandable and regular. Efforts to improve the feedback experience therefore emphasises that feedback be more frequent, detailed and turnaround times reduced. However, indications that students misunderstand key phrases in the questions or have limited conceptions of feedback have also led to suggestions that these surveys should not be as influentialas they currently are. To explore students’ understanding of feedback in greater detail, 613 students completed a 35-item survey about a specific time they received feedback during a work-based learning placement. Results indicate that students typically saw feedback as straightforward communication where an exper ttells them what to do. However, principal component analysis of the survey responses indicated a pattern of responses in which students tacitly hold a more sophisticated understanding of feedback.Their patterns of response directly challenge many of the ways that feedback provision is currently monitored, suggesting better ways to evaluate and improve feedback provision. Curiously, these patterns of response had a close relationship with the standard questions used in the UK’s National Student Survey. Results therefore suggest that this national survey is still a robust measure of satisfaction with feedback, but learning how to improve the feedback experience requires asking different questions.
dc.format.extent14
dc.format.extent410745
dc.language.isoeng
dc.relation.ispartofPractitioner Research in Higher Educationen
dc.subjectFeedbacken
dc.subjectFeedforwarden
dc.subjectWork-based learningen
dc.subjectMentoringen
dc.subjectDialogueen
dc.subjectStudent satisfactionen
dc.subjectLB2300 Higher Educationen
dc.subjectNDASen
dc.subject.lccLB2300en
dc.titleExploring students’ concepts of feedback as articulated in large-scale surveys: a useful proxy and some encouraging nuancesen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. University of St Andrewsen
dc.contributor.institutionUniversity of St Andrews. International Education Instituteen
dc.description.statusPeer revieweden
dc.identifier.urlhttp://ojs.cumbria.ac.uk/index.php/prhe/issue/view/46en


This item appears in the following Collection(s)

Show simple item record