Feedback and learning

Researchers have noted the importance of feedback to learning (Mutch, 2003; Bennett, 1997; Kayrooz, 1995; Ovando, 1994; Taras, 2003; Yorke, 2003). Black and Wiliam's (1998) meta-analysis of assessment feedback "showed that feedback resulted in positive benefits on learning and achievement across all content areas, knowledge and skill types and levels of education" (Juwah et al., 2004, p.4). Researchers have also found that feedback is not always successful in enhancing student learning. Jackson and Prior (2003) suggest one of the reasons for this lack of success is that "feedback is not always delivered in the most timely or innovative way that engages students and adds value in terms of their development" (p.1).

Giving and receiving feedback is not as easy as it appears (Piccinin, 2003; Wajnrb, 1993). Mutch (2003) notes that, while business lecturers participating in her research did try to provide helpful feedback to students, when that feedback was analyzed clear examples of poor practice were evident. Indeed Brookfield (1990, cited in Bennett, 1997, p.11) describes the task of giving feedback as "one of the most difficult, demanding and complex tasks a teacher has to face". And Yorke (2003) observes "the importance of the student's reception of feedback cannot be overestimated" (p.488).

In higher education contexts principles of effective feedback (Juwah et al., 2004; Piccinin, 2003) and characteristics of constructive delivery (Ovando, 1994; Wajnrb, 1993; Brockbank & McGill, 1998; Verderber, 1999) have been suggested. As individual teachers we can 'know' the principles and characteristics of effective feedback. However, putting these into practice, consistently across an individual student's assessment tasks, across students and across subjects in a course, is difficult.

What might appear to be commonsense 'in theory' becomes complicated in practice by the feelings experienced by the giver and the receiver. When teacher feedback is vague, judgemental, ill-timed or person-focused, rather than task-focused, students receiving feedback on an assessment task can be embarrassed. They can feel diminished, discouraged and dejected by the feedback they receive. These feelings can be accentuated when students perceive the feedback they are receiving is unrelated to their learning needs. For teachers too, giving feedback on student projects can be stressful, emotionally draining and time consuming. Juwah et al., (2004) suggest more recognition be given to the role of feedback on learners' motivational beliefs and self-esteem. It has also been suggested that feedback is under-conceptualized in the theoretical higher education literature making it difficult to implement effective practices (Yorke, 2003; Sadler, 1998) and that feedback to higher education students is an under researched area (Mutch, 2003). While most universities have polices and procedures in relation to assessment practice they rarely provide the detail necessary to guide an individual teacher's feedback practices.

مواضيع ذات صلة

Research methodology The action inquiry process

Significance of the research

Design assessment and feedback

Assessment, learning and feedback in higher education Assessment and learning

Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic Design Critique

Further considerations for the student experience

The student experience Discussion

Comments from a student with a mark lower than expected

Comments from another student who agreed with the mark

Comments from a student who agreed with the mark

Comments from a student whose marks were above expectation

Comments from a student whose marks were as expected