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

Nadia Ali, Lubna Ahmed, Sarah Rose

Research output: Contribution to journalArticlepeer-review

29 Citations (Scopus)


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 lives 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.
Original languageEnglish
Pages (from-to)239-251
Number of pages13
JournalActive Learning in Higher Education
Issue number3
Early online date22 Nov 2017
Publication statusPublished - Nov 2018


Dive into the research topics of 'Identifying predictors of students' perception of and engagement with assessment feedback'. Together they form a unique fingerprint.

Cite this