At the recently held CELebrate 2017 conference,\u00a0Dr. Peter Hills, Kara Peterson, Simon Croker and Dr. Rachel Manning gave a\u00a0presentation about psychology undergraduate students’ perspectives on assessment feedback. Participants came from all three undergraduate years and spanned a range of academic profiles. The research was longitudinal, from January 2013 to April 2014. A mixed method approach\u00a0was adopted comprising peer-led semi structured interviews, focus groups and an online survey.<\/p>\n
Key themes that resulted from the analysis of the different data sets resolved around Convenience<\/em>, Continuing Dialogue<\/em> and Consistency<\/em>. \u00a0The following are some supporting quotes:<\/p>\n Convenience:<\/span><\/p>\n \u2018I just read the e-mail. I haven\u2019t collected any of my feedback. I just use the emails and go from there. <\/i>I <\/i>think it should be easier <\/i>to actually collect your essay<\/i>.\u2019<\/i><\/p>\n \u2018<\/i>I <\/i>never bother <\/i>going to pick up <\/i>my [feedback]…. <\/i>when you go there you\u2019re waiting in a queue to pick it up in a <\/i>room\u2019<\/i><\/p>\n Continuing Dialogue<\/span><\/p>\n \u2018Yeah <\/i>I <\/i>think [feedback] should <\/i>be <\/i>a lot more one on <\/i><\/b>one\u2026\u2019<\/i><\/b><\/p>\n \u2018I <\/i>think <\/i>that [feedback] is <\/i>helpful in a way but at the same time it <\/i>just tells you what you<\/i>\u2019<\/i>ve done wrong not where you can <\/i>improve <\/i>and that is a really big aspect that you have to kind of do better in the future rather\u00a0 <\/i>then <\/i>making the same mistakes over and over <\/i>again\u2019<\/i><\/p>\n Consistency<\/span><\/p>\n \u2018[Feedback] is quite mixed, like you either get three pages full of things that you could\u2019ve done better or you get a little blank box and something and sort of a few little hand annotations on the thing..\u2019<\/em><\/p>\n \u2018[Feedback] should be standardised but obviously because of the topic it might vary what comments we\u2019ll get written but I think if there was like a standard procedure for each topic then it might be a bit clearer\u2026\u2019<\/em><\/p>\n The issues raised by students were that:<\/p>\n In response, a new reflection sheet was developed for students to fill out and paste to the end of their coursework which gives them a role in deciding what type of feedback you receive. It also enables students to highlight how they have used previous feedback on their work, what areas they have found difficult, and grade targets. It allows markers to give personalised feedback based on individual students’ coursework goals.<\/p>\n Details of these and other aspects of the project can be accessed through the following link:<\/p>\n Exploring and utilising students’ perspectives on feedback a mixed method, longitudinal approach<\/a><\/p>\n Dr Peter Hills can also be contacted here <\/a>for more information about the research.<\/p>\n","protected":false},"excerpt":{"rendered":" At the recently held CELebrate 2017 conference,\u00a0Dr. Peter Hills, Kara Peterson, Simon Croker and Dr. Rachel Manning gave a\u00a0presentation about psychology undergraduate students’ perspectives on assessment feedback. Participants came from all three undergraduate years and spanned a range of academic profiles. The research was longitudinal, from January 2013 to April 2014. A mixed method approach\u00a0was… Read more » about CELebrate 2017: Exploring and utilising students’ perspectives on feedback: a mixed method, longitudinal approach<\/span><\/a><\/p>\n","protected":false},"author":1273,"featured_media":5717,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[613,8,5],"tags":[46,633,632],"class_list":["post-5850","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-celebrate","category-events","category-news","tag-assessment-and-feedback","tag-longitudinal-study","tag-students-perspective"],"acf":[],"_links":{"self":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/5850","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/users\/1273"}],"replies":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/comments?post=5850"}],"version-history":[{"count":3,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/5850\/revisions"}],"predecessor-version":[{"id":5868,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/posts\/5850\/revisions\/5868"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media\/5717"}],"wp:attachment":[{"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/media?parent=5850"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/categories?post=5850"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/microsites.bournemouth.ac.uk\/flie\/wp-json\/wp\/v2\/tags?post=5850"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}\n