Rubner, Geoffrey

Saunders, Fiona

This paper describes the results and conclusions of the first phase of a large-scale explorative study into student perceptions of formative feedback in two schools from the faculty of Engineering and Physical Sciences at the University of Manchester. The completed study will span the two academic years 2013/14 and 2014/15. The aim is to gain a better understanding of student preferences as to the function, content and mode of delivery of formative feedback. In this first phase of the study several hundred undergraduate and postgraduate students from three taught courses in the schools of Mechanical, Aerospace and Civil Engineering, and Electrical and Electronic Engineering, were surveyed. This was followed up by focus group meetings with volunteer students from the three courses. Results and conclusions from the first phase indicate that the majority of the students surveyed see the purpose of feedback as to help correct misunderstandings, rather than to help pass the exam, or solve problems set by the lecturer. Their overall preference is for as much detail as possible in the feedback given, rather than just brief explanations

Student Perspectives on Formative Feedback: A Exploratory Comparative Study

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