Student perspectives on feedback

Aim

The aim of this exploratory study was to investigate student perceptions of effective feedback in order to inform a larger project concerned with the development and use of grade descriptors.

Method

Three focus groups of students from the Faculty of Health Sciences at the University of Sydney were convened and questions relating to delivery, impact and effectiveness of the feedback they received were used to focus the discussion. Each group consisted of students from varying stages of their degree and from a variety of Schools. The responses of the groups were audiotaped and subsequently transcribed. Thematic analysis was applied to the transcribed data.

Results

The students perceived the effectiveness of feedback to be related to type and delivery, impact and credibility. Students preferred individual feedback either verbal or written delivered in a timely way. The importance of feedback for successful transition for year 1 students and the influence of perceptions of lecturers on the credibility of feedback provided were demonstrated.

Discussion

The results confirm the significance of feedback for student progress and emphasises the importance of feedback for successful transition for year 1 students. The results suggest that grade descriptors have the potential to satisfy many of the student perspectives on effective feedback. The impact of the lecturer-student relationship on student responses to feedback and consequently their learning provides useful knowledge for good teaching practice.