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Psychology students’ perception of and engagement with feedback as a function of year of study

Ali, N and ROSE, Sarah and Ahmed, L. (2014) Psychology students’ perception of and engagement with feedback as a function of year of study. Assessment & Evaluation in Higher Education, 40 (4). pp. 574-586. ISSN 0260-2938

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Abstract or description

Undergraduate students’ perception of feedback and level of engagement with the feedback they receive has gained increasing attention in the educational literature recently to identify areas which require educators’ attention. However, research in this area has generally been based on limited self-selecting samples and has not considered how students’ relationship with feedback may alter depending on their year of study. To address this a survey measuring students’ views and practices regarding feedback was completed at a higher education institution by 447 first, second and third year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first and second year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students’ perception of and engagement with feedback in the earlier years and to prevent the recorded deterioration later on in the degree course.

Item Type: Article
Faculty: Faculty of Health Sciences > Psychology, Sport and Exercise
Depositing User: Sarah ROSE
Date Deposited: 03 Oct 2016 13:38
Last Modified: 03 Oct 2016 13:38
URI: http://eprints.staffs.ac.uk/id/eprint/2512

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