1. An investigation of student views on feedback of assessment
Louise Turner, Rebecca Peake, Melissa Jacobi, Jo Marsden-Heathcote

2. Student voice - listening, valuing, learning experiences; communicating student views, influence change; treating students as equal partners in the evaluation of teaching and learning...empowering them to take a more active role in shaping or changing their education (Faux, McFarlane, Roche and Facer, 2006; Walker & Logan, 2008; Seale,2010).

3. 'Feedback in combination with effective prior instruction can be one of the most positive influential factors in terms of learning and skill development enhancement'. (Hattie and Timperley, 2007).

4. Negative impact of feedback:
Loss of confidence, defensiveness, motivation (Kluger and DeNisi, 1996).
Feedback in the form of reward, praise or punishment has been shown to have only a small effect on enhancement (Hattie and Timperley, 2007).

5. The aim of this study was to investigate what students perceive to be effective feedback on assessment and understand how feedback is provided and implemented by staff and students, the findings of which will be used to inform feedback practices having a direct impact on student experience.

6. Proposal National Student Survey.
Contentious issue what constitutes effective or useful feedback?

7. Study design Is feedback effective and useful? Mixed methods
A questionnaire administered to students
Level 4 (SHU, n=159; UNN, n=48)
Level 5 (SHU, n=134; UNN, n=19)
Level 6 (SHU, n=47)
2. Complemented by qualitative findings derived from focus groups
Level 4 (SHU, n=6), Level 5 (SHU, n=6), Level 6 (SHU, n=10), Academic Staff (SHU, n=8)
The study explored the differences in responses between L4, L5, L6 students.
Courses involved - SES, SBM, SC at SHU

8. Quantitative analysis: Timeliness
1 = Strongly disagree; 2 = Disagree; 3 = Neither agree or disagree; 4 = Agree; 5 = Strongly agree. *,
For all levels this question recorded a result just above 3, which would denote dissatisfied on the NSS. The concerning issue here being that the current perception of students due to complete the NSS for the coming two years is a negative one.
There were several questions where the responses hovered around a ‘3’ which in comparison to the NSS would be recorded as a negative response.
The mean response for timeliness of feedback was also significantly different between levels of study in relation to receiving feedback within 15 days, but also the emphasis that students place on the importance of the speed of feedback.

9. Quantitative analysis: Type and Content of Feedback
The prefered content and type of feedback reported by students was significantly different between the levels of study, specifically related to the inclusion of spelling and grammar feedback, being only interested in knowing their grade, the detail of feedback and the importance of annotated comments of the assessment script.

10. Quantitative analysis: Usefulness of Feedback
There were also significant differences between the levels of study on the mean responses for the usefulness of feedback, specifically in speaking to tutors about the feedback I receive on my work and seeking help in the areas for improvement (i.e. library study skills sessions).
Further investigation of student understanding, perceptions, and preferences on content and type of feedback have subsequently been investigated through focus groups

11. Qualitative analysis
Yes, I think the annotations are the most important thing (L4)
Spelling to me doesn’t really help, I rely on spell checkers and stuff to do that (L4)
I’ll be honest I didn’t really read feedback this year, I just get the grade and move on from it (L6)
I think that’s the big thing isn’t it, being consistent (staff) (L4)
The feedback that I got had a girl’s name on it ... and every other person in my seminar had same feedback so it was like what’s the point of me doing this work? (Formative - L5)

12. Themes Analytical codes: Timeliness - ‘Promptness’
Annotations - Most useful element
Variation - Acknowledge differences
Future Use - Transferability of skills/knowledge
Balanced comments - ensuring positive & negative
Engagement with feedback - Lacks perceived value

13. Application and Implications of Findings
What?
NSS
Insight into what students perceive to be ‘useful’ feedback to enable staff to focus on providing valued feedback without unnecessary work.

14. Application and Implications of Findings
How?
Work with staff to develop a ‘Feedback principles’ and to contribute to methods of best practise for assessment feedback
Potential study skills leaflet/podcast generated providing guidance on what to expect from feedback and how to use feedback in a feed-forward manner

15. Thank you for listening Any questions?