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ERIC Number: EJ1130656
Record Type: Journal
Publication Date: 2010
Pages: 11
Abstractor: As Provided
ISSN: EISSN-1755-1382
Using Feedback to Promote Learning: Student and Tutor Perspectives
Lilly, Jaki; Richter, Uwe Matthias; Rivera-Macias, Berenice
Practitioner Research in Higher Education, v4 n1 p30-40 2010
This paper summarises a study of students' and staff perceptions and experiences of assessment feedback practice across a post-1992 university. Phases 1 and 2 of the project gathered students' and academic colleagues' views on assessment feedback practice. Focus groups were then carried out with students and one discussion was video recorded for subsequent use in workshops with faculty colleagues. Students' and staff's thoughts on issues militating against good assessment feedback practice were gathered, commented on, analysed, and reported back to the faculties. The student focus groups provided interesting insights as to how students perceive and receive feedback which were classified as being related to content, clarity and style. It was established that, with very few exceptions, issues and good practice in assessment feedback can be generalised across disciplines and, in the main, staff and students share their perceptions of what constitutes good assessment feedback.
University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A