Year: 2009
Type: article
Abstract: Feedback, or more specifically feedback provided on assessment, is frequently cited as an antidote to this problem. There appears to be widespread acceptance of the role ‘helpful’ (Ramsden, 1992 quoted in Gibbs and Simpson, 2004, p.10) and/or ‘appropriate’ feedback (Chickery and Gamson, 1987, p.16) can play in assisting students in their learning (see also Weaver, 2006, p.382). However, although there has been much research that has focused on assessment feedback (e.g. Brown et al, 1997; Race, 2001; Mutch, 2003, cited in Weaver, 2006, p.1), there has been little which centres on student perception(s) of how they both ‘receive’ and ‘respond’ to assessment feedback. Furthermore, what exactly constitutes ‘appropriate’ feedback remains elusive, vague and poorly defined.
Authors: Liam Mccann, Gary Saunders
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1501197209