NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1057603
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-0260-2938
Psychology Students' Perception of and Engagement with Feedback as a Function of Year of Study
Ali, Nadia; Rose, Sarah; Ahmed, Lubna
Assessment & Evaluation in Higher Education, v40 n4 p574-586 2015
Undergraduate students' perception of feedback and level of engagement with the feedback they receive have 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.
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom