Feedback: the student perspective

Brown, James

Abstract

The usefulness of the feedback received on assessments undertaken by accounting students during their degree programme is an area about which little has been written. Given the increasing significance of transparency in the academic process, as evidenced through the development of explicit programme and module learning outcomes, it seems anomalous that research into the student perception of the benefit they receive from assessment feedback to help them achieve those outcomes is virtually non‐existent. This study investigates student views on the usefulness of feedback through a semi‐structured interview approach with 20 students across differing academic levels. The study principally finds that: although students are generally content with the feedback they receive, they have concerns over the consistency between the comments and the mark; there is general discontent at the lack of feedback from examinations; there is evidence that the desire for feedback is, in part, a function of student expectation of mark/grade.

Citation

Brown, J. (2007). Feedback: the student perspective. Research in Post-Compulsory Education, 12(1), 33-51. https://doi.org/10.1080/13596740601155363

• Journal Article Type: Article
• Online Publication Date: Mar 12, 2007
• Publication Date: 2007-03
• Deposit Date: Aug 3, 2016
• Journal: Research in Post-Compulsory Education
• Print ISSN: 1359-6748
• Electronic ISSN: 1747-5112
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 12
• Issue: 1
• Pages: 33-51
• DOI: https://doi.org/10.1080/13596740601155363
• Keywords: Accounting students, feedback, assignments, transparency, module learning outcomes
• Public URL: http://researchrepository.napier.ac.uk/Output/324059