Exploring Students' Initial Reactions to the Feedback They Receive on Coursework

Autor/inn/en	Jones, Harriet; Hoppitt, Laura; James, Helen; Prendergast, John; Rutherford, Stephen; Yeoman, Kay; Young, Mark
Titel	Exploring Students' Initial Reactions to the Feedback They Receive on Coursework
Quelle	In: Bioscience Education, 20 (2012), S.4-21 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-7860
Schlagwörter	Student Attitudes; Emotional Response; Foreign Countries; Feedback (Response); Focus Groups; Undergraduate Students; Colleges; Questionnaires; Student Motivation; Learner Engagement; Biological Sciences; Student Improvement; Satisfaction; Gender Differences; Age Differences; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Emotionales Verhalten; Ausland; College; Hochschule; Fachhochschule; Fragebogen; Schulische Motivation; Abwasserbiologie; Zufriedenheit; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Großbritannien
Abstract	Understanding students' reactions to their feedback to coursework is crucial in being able to deliver feedback which motivates them and helps them to do better. This study focused on undergraduate bioscience students on a variety of degree programmes, at three UK universities, across all years. A questionnaire was completed by students when first reading their feedback, thereby accessing their initial reactions to the comments they received. Focus groups assisted in the analysis of these initial reactions and also enabled discussion on how the students felt about their feedback. Our findings suggest that, although many students value feedback irrespective of their emotional response to it, others are clearly motivated or de-motivated by specific factors within the feedback that they receive. We suggest that this initial emotional reaction is fundamental to the student's subsequent engagement with feedback, and that feedback that immediately de-motivates a student is likely to be of very limited value to the ongoing learning process. Recommendations to improve feedback include the need to offer positive, constructive comments, meaningful annotations and comments which justify the given mark. (Contains 7 tables and 7 figures.) (As Provided).
Anmerkungen	Centre for Bioscience, The Higher Education Academy. Room 9.15 Worsley Building, University of Leeds, Leeds, LS2 9JT, UK. Tel: +44-113-343-3001; Fax: +44-113-343-5894; e-mail: beej@leeds.ac.uk; Web site: http://www.bioscience.heacademy.ac.uk/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10