Exploring Clients Feedback Experience

In prior reports, ORS Impact, Fund for Shared Insight's learning and evaluation partner, has analyzed the feedback initiative Listen4Good from the perspective of participating nonprofits. In this report, ORS examines what nonprofit clients, the people taking the L4G surveys, think about the experience of providing feedback and what impact it has.To explore this, ORS conducted focus groups with 83 clients at seven L4G-participating organizations; interviewed staff from those same groups; and reviewed L4G-survey data to better understand the organizations' feedback practices and triangulate answers with perceptions clients shared in the focus groups

Exploring students’ concepts of feedback as articulated in large-scale surveys: a useful proxy and some encouraging nuances

Surveys 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.Publisher PDFPeer reviewe

A phenomenological exploration of the feedback experience of medical students after summative exam failure

Background: Preventing medical students entering cycles of underperformance following assessment is a priority due to the consequences for the student, faculty, and wider society. The benefits from feedback may be inadequately accessed by students in difficulty due to the emotional response evoked by examination failure. This study aims to explore medical students’ experiences of receiving feedback after summative assessment failure and investigate the role of emotions on motivation for learning after underperformance, to better support remediation and preparation for future assessments. Methods: This study used interpretative phenomenological analysis (IPA) to explore the experiences of four medical students who failed summative assessments. Additionally, a content analysis was conducted using Linguistic Inquiry and Word Count (LIWC) to investigate the characteristics and use of language to describe their emotional response. Results: Anger, fear, anxiety, and sadness were emotions frequently experienced after examination failure. These emotions led to feelings of mistrust of the medical school and subsequent distrust in the university’s assessment processes, impacting on the desire to engage with feedback. There was dissonance between the students' perceptions of what feedback should provide and what benefit feedback provided after summative assessments. The linguistic inquiry further confirmed an initial (and sometimes long lived) negative affective state after experiencing failure, and a barrier to engagement with remediation when not effectively managed. Conclusions: A range of emotions, directed at themselves and the medical school are experienced by students following exam failure. These emotions lead to a range of negative feelings and responses that affect how students make sense of and move on from the failure experience. There is a need for educators to better understand and support students to manage, reflect and contextualise their emotional responses, minimise external attribution and to enable focus on remediation and learning

Collaborative Written Feedback Experience: a Case Study of Indonesian EFL Students in an Essay Writing Class

Implementing collaborative written feedback instruction is a way to develop students' awarenes of writing as a process, the benefits of peer review and feedback, and the important roles of peer interaction for learning. The current research aimed at understanding students' experiences of providing and responding to written feedback in group. It specifically sought to answer these questions: 1.) What are students' perceptions toward collaborative written feedback experience? 2) What are students' collaborative written feedback practices? and 3). What factors affect students' collaborative written feedback experience? Conducted as a qualitative case study, the research reported the collaborative written feedback experiences of a group of three undergradutae EFL students in Essay Writing course. Data were drawn from observations, focus group interview, student reflective essay, and collection of related documents and artifacts. The findings show that students have positive perceptions toward collaborative written feedback instruction citing that it helps them improve their writing and develop their interpersonal skills. The study also reveals that changing roles in the group and the use of media paltform to communicate are among the strategies employed in collaborative written feedback practices. Factors such as peer's characteristics, level of confidence and task seemed to have affected these practices. Suggestions on the ways in which collaborative written feedback instruction can be implemented effectively are also provided

Exploring students’ concepts of feedback as articulated in large-scale surveys : a useful proxy and some encouraging nuances

Surveys 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