Do students value feedback? Student perceptions of tutors' written responses

The topic of feedback to students is an under-researched area, and there has been little empirical research published which focuses on student perceptions. This study explores student perceptions of written feedback and examines whether feedback received demonstrated a student-centred approach to learning. A multi-method approach of qualitative and quantitative data collection and analysis was used to survey 44 students in the faculties of Business and Art & Design. Student responses show feedback is valued, but believed tutor comments could be more helpful. Survey results indicate that students may need advice on understanding and using feedback before they can engage with it. Content analysis of feedback samples and student responses uncovered four main themes of feedback considered unhelpful to improve learning: comments which were too general or vague, lacked guidance, focused on the negative, or were unrelated to assessment criteria. It is suggested that by focusing on messages conveyed by their writing, providing feedback set in the context of assessment criteria and learning outcomes, and by ensuring that it is timely, tutors could greatly improve the value of feedback

Case studies to enhance online student evaluation: University of Western Australia – A journey towards greater engagement through closing-the-loop

Feedback from students has shown time and again to be useful indicators of what is happening in the teaching and learning environments. Such feedback from students, pivot around the actions that are taken. This implementation of actions expresses to students that their voice is being heard in higher education institutions. To achive such utility of feedback provided by student, it is essential to ‘close the loop’ and constitutes; the collection of qualitative and quantitative feedback from all cohorts of students; triangulating the data from various sources to identify areas of good practice and areasneeding improvement; communicating the results and actions of the feedback with students and staff; implementing improvements in consultation with stakeholders; and monitoring the impact of actions in future student survey results. Such a framework would constitute effective quality assurances of the student feedback systems in higher education institutions

Exploring Video Feedback in Philosophy

This paper explores the benefits of video feedback for teaching philosophy. Our analysis, based on results from a self-report student survey along with our own experience, indicates that video feedback possesses a number of advantages over traditional written comments. In particular we argue that video feedback is conducive to providing high-quality formative feedback, increases detail and clarity, and promotes student engagement. In addition, we argue that the advantages of video feedback make the method an especially apt tool for addressing challenges germane to teaching philosophy. Video feedback allows markers to more easily explain and illustrate philosophical goals and methods. It allows markers to model the doing of philosophy and thereby helps students to see philosophy’s value. Video feedback is a promising tool for addressing both cognitive and affective barriers to learning philosophy. Such advantages are especially valuable in the context of a student-centered, intentional learning framework. In light of these advantages, we find that video feedback is underappreciated and underutilized

On‐line student feedback: A pilot study

This paper reports on the outcomes of two experimental trials of the use of on‐line questionnaires to assess student satisfaction with courses at the London School of Economics and Political Science. In the first year, eighteen course modules were selected from three departments, surveying a total of 1,100 student places. Students on ten of the courses were invited to complete the ‘experimental’ on‐line survey and the remainder were invited to complete the paper‐based questionnaires which have been in use for several years. In the second year, the scale of the experiment was increased, to include forty‐six courses across seven departments. Response rates were compared and possible barriers to completion of the on‐line questionnaire were considered Whilst electronic monitoring indicated that 95 per cent (first trial) and 80 per cent (second trial) of those contacted for the on‐line survey opened the introductory email, only 23 per cent (first trial) and 27 per cent (second trial) completed the on‐line survey, compared with a 60 per cent response rate on the paper‐based survey. The on‐line response is also slightly lower than that achieved by postal surveys of LSE students (30–50 per cent response rates). Whilst some technical difficulties could have acted as a barrier, motivation appeared to be the main barrier. Initial results from the second trial, which included two reminder emails and some small incentives, show that it is possible to increase the response rate, but this may still be unacceptably low for staff whose promotion prospects may be affected by results. A third trial has been proposed, looking at ways in which the process as a whole could be amended, to overcome the problem of ‘survey fatigue’ that the current system faces

Feedback for future learning: delivering enhancements and evidencing impacts on the student learning experience

Enhancing the student learning experience through the provision of improved student feedback is both challenging and complex. ‘Feedback for Future Learning’ was a Glasgow Caledonian University(GCU)-wide project intended to enhance feedback practices from both the student and staff perspectives; to ensure greater awareness of, and reflection upon, feedback by students; and to encourage greater use of feedback to inform future student learning. The design, implementation and evaluation of approaches to ‘Feedback for Future Learning’ are described with an emphasis on STEM disciplines. The conceptualisation, design and implementation of a range of student feedback tools and approaches aimed to develop understanding of learning processes, reinforce learning and improve performance. This was achieved through collaboration with the GCU Students’ Association and the establishment of the University Feedback Enhancement Group. A series of generic and bespoke seminars, workshops, individual programme interventions and competitions were used to enhance comprehension of the perception, experience and use of formative and summative assessment feedback by students.   Providing opportunities for reflection and evaluation together with qualitative and quantitative metrics have demonstrated 93% satisfaction with student feedback enhancement workshops, a trebling of engagement with memorable feedback survey initiatives and a 9% increase in National Student Survey assessment and feedback satisfaction. A 16% rise in student satisfaction with the promptness of feedback, a 14% improvement in satisfaction with the detailed comments received and an 8% increase in satisfaction with the helpfulness of comments received were achieved. The lessons learned inform the continuing and sustainable enhancement of the student learning experience for STEM students and the wider University community. Keywords: Feedback, future learning, dialogue, engagement, reflection, enhancemen

Compliments Given by a Teacher in Symphpnia Music School Surabaya to High-, Mid-, and Low-ability Students

This research aimed at observing compliment and non-compliment feedbacks between a teacher at a private music school and her students who had different abilities. The data were the recorded piano lesson of each student and the analysis was focused on the compliments and exchange structures as directed by Holmes (1988) and Coulthart (1992). The findings showed that all students received more compliments than non-compliments. For the compliment, all types of student received ‘Good' token the most. On the second place high-ability student received ‘Very Good', while mid- and low-ability student got mitigation. As for the non-compliment feedback, high- and low-ability student got criticism the most and it was found that the frequency of no feedback in mid-ability student occured the most

Using the feedback activity in Moodle (student version)

Using the feedback activity in Moodle (student version

An evaluation of the impact of immediate compared to delayed feedback on the development of counselling skills in pharmacy students

Background: Simulation-based counselling using standardised patients (SPs) provide pharmacy students an authentic approach to training; limited data exists regarding student performance using immediate feedback approaches. Aims: To compare grades of students receiving immediate feedback verses (vs.) delayed feedback. Methods: A pre-trial assessment of student perceptions and an unblinded randomised trial comparing immediate and delayed feedback. Third year pharmacy students (n=153) counselled SPs in four clinical “experiences”; student grades were the primary outcome. Student t-test and repeated measures were used to compare grades between groups and grades over time. Results: During pre-trial surveys 50% of students preferred immediate feedback, 22% delayed, and 28% had no preference. There was no significant differences in overall student grades between groups (88.4% immediate vs. 86.6% delayed, p=0.7) or in grades over time (p=0.276). Conclusions: Although more students preferred immediate feedback, overall grades did not differ based on method of feedback