Undergraduate students' perceptions the role and utility of written assessment feedback

Abstract

Student dissatisfaction in higher education with written feedback on their assessed work is a topical issue given the publicised findings of the National Student Survey. This paper presents excerpts from interviews with students about their experience with written feedback together with analytical and interpretive commentary. The context of the research was a post-92 university with a wide range of higher education provision and a commitment to widening participation and student retention. The paper begins with an overview of feedback studies in higher education and a summary of current agenda. The data and analysis are presented in three sections. A final discussion section outlines some salient findings from the research.

Keywords

• written feedback
• student learning and academic literacy
• institutional practices