The usefulness of feedback

Henderson, M; Ryan, T; Boud, D; Dawson, P; Phillips, M; Molloy, E; Mahoney, P

The usefulness of feedback

Henderson, M Ryan, T Boud, D

Dawson, P Phillips, M Molloy, E Mahoney, P

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Publisher:: SAGE PUBLICATIONS INC
Publication Type:: Journal Article
Citation:: Active Learning in Higher Education, 2021
Issue Date:: 2021-01-01

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Field	Value	Language
dc.contributor.author	Henderson, M
dc.contributor.author	Ryan, T
dc.contributor.author	Boud, D https://orcid.org/0000-0002-6883-2722
dc.contributor.author	Dawson, P
dc.contributor.author	Phillips, M
dc.contributor.author	Molloy, E
dc.contributor.author	Mahoney, P
dc.date.accessioned	2021-04-09T03:10:08Z
dc.date.available	2021-04-09T03:10:08Z
dc.date.issued	2021-01-01
dc.identifier.citation	Active Learning in Higher Education, 2021
dc.identifier.issn	1469-7874
dc.identifier.issn	1741-2625
dc.identifier.uri	http://hdl.handle.net/10453/147924
dc.description.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.
dc.language	English
dc.publisher	SAGE PUBLICATIONS INC
dc.relation.ispartof	Active Learning in Higher Education
dc.relation.isbasedon	10.1177/1469787419872393
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education
dc.subject.classification	Education
dc.title	The usefulness of feedback
dc.type	Journal Article
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/FASS Faculty Administration
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2021-04-09T03:10:07Z
pubs.publication-status	Published

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.

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http://hdl.handle.net/10453/147924