Feedback as an Assessment for Learning Tool: How do higher education students in the UK value tutors’ feedback? Students' Perceptions of tutors/lecturers’ feedback

Abstract

This study explores students’ perceptions of tutors’ written feedback on their assignments. The aim of this study is to answer the question “Do undergraduate and postgraduate students in the United Kingdom (UK) value tutors’ feedback? A quantitative approach was used to survey 36 higher education students at one UK university. 18 of the participants were undergraduates in either their second year or third year and 18 of them were postgraduate students. The findings demonstrate that many students in this study value tutors’ written feedback and effectively engage with the feedback they receive. However, three possible barriers were identified which should be considered in order to support students who are less willing to engage. Firstly, students’ emotions can be a barrier as some find it difficult to read feedback quickly. Secondly, some students need to be taught how to actively use the written feedback. Finally, the written feedback should be applicable for students’ future assignments. Additionally, many students of this study agreed about several features of the ideal written feedback: namely, they thought it should be clear, relevant, and specific, it should include techniques for improvement, follow-up resources, extended explanation, and should concentrate on students’ strengths and areas of weakness. Furthermore, many students in this study showed their preference for attending follow-up tutorials, as many believe that they can improve student-lecturer relationships and communication.