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

Pitt, Edd (2013) Understanding Student’s Conceptions of Feedback to Improve the Student Learning Experience. In: SRHE Conference, December 2013, Wales. (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
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Abstract

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.

Item Type: Conference or workshop item (Paper)
Subjects: L Education > L Education (General)
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Edd Pitt
Date Deposited: 03 Mar 2015 13:35 UTC
Last Modified: 24 Mar 2016 14:21 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/47519 (The current URI for this page, for reference purposes)
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