Understanding Student’s Conceptions of Feedback to Improve the Student Learning Experience

Feedback is evaluative and provides a student with knowledge of their

performance in a given task (Hounsell, 1987). Feedback is usually given by

academics to facilitate a students improvement (Hester, 2001), yet often it

does not have the desired effect and is unpredictable in terms of enhancing a

students motivation, self-confidence and subsequent effort in future

assessments (Young, 2000). The present study analysed social science

students’ (n=18) conceptions of feedback through the use of drawings

(Kearney & Hyle, 2003) and semi-structured interviews. Eight broad

dimensions were revealed from the data, suggesting varied conceptions of

feedback within the participant group. Delegates will be presented with

selected examples of students conceptions of feedback. Implications for

practitioners when giving students feedback, to improve the student learning

experience will also be discussed.