Identifying predictors of students' perception of and engagement with assessment feedback

Ali, Nadia, Ahmed, Lubna and ROSE, Sarah (2017) Identifying predictors of students' perception of and engagement with assessment feedback. Active Learning in Higher Education. ISSN 1469-7874

Text FINAL Ali et al 2016.docx - AUTHOR'S ACCEPTED Version (default) Available under License All Rights Reserved. Download (86kB)

Abstract or description

Higher education students’ perception of and level of engagement with the feedback they receive has gained increasing attention in the literature to identify areas which require educators’ attention. However, predictors of students' perception and engagement have yet to be identified. To address this, a survey measuring students’ views and practices regarding feedback was completed. Characteristics of the individual student (gender, age and whether English is their first language) the learning environment (student living on or off campus) and course related variables (year of study of the course and whether the second subject was the same or a different discipline) were analysed to assess whether these variables predict students’ perception and engagement with feedback. Multivariate analysis established that the only significant predictor variable was year of study of the course thus identifying a key predictor whilst ruling out numerous potential predictors. As the only significant predictor of students' relationship with feedback was their year of study, further analyses were conducted to establish which specific areas of perception of and engagement with feedback change as a function of this.

Item Type:	Article
Faculty:	School of Life Sciences and Education > Psychology
Depositing User:	Sarah ROSE
Date Deposited:	13 Mar 2017 11:13
Last Modified:	24 Feb 2023 13:46
URI:	https://eprints.staffs.ac.uk/id/eprint/3028

Actions (login required)

View Item